An investigation of English majors autonomous learning strategies and autonomous learning levels

العناوين الأخرى

دراسة لمستويات التعلم الذاتي لدى طلبة اللغة الإنجليزية كلغة أجنبية و استراتيجيات التعلم التي يستخدمونها

مقدم أطروحة جامعية

Tamimi, Ayat

مشرف أطروحة جامعية

Abd al-Raziq, Anwar Husayn

الجامعة

جامعة بيرزيت

الكلية

كلية التربية

القسم الأكاديمي

دائرة المناهج و التعليم

دولة الجامعة

فلسطين (الضفة الغربية)

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2017

الملخص الإنجليزي

This study investigated autonomous learning strategies used by 4th year English majors at Birzeit University.

Moreover, it intended to find out levels of autonomy among students and roles of university instructors in developing their autonomous learning levels.

Social constructivism and its principles constitute the theoretical framework of the current study.

A qualitative research paradigm was adopted for the purposes of the study.

Thirty semi-structured interviews were conducted with 4th year students majoring in English language and literature at Birzeit University.

All of the participants were females.

The total number of the potential participants was about a hundred students.

Interviews transcripts were organized and analyzed using the qualitative thematic analysis approach.

Moreover, Autonomous Levels Rubric was designed to explore levels of autonomy among students (advanced, intermediate, beginning, and emerging).

Results indicated language learning strategies (memory, cognitive, compensation, metacognitive, affective and social) used by students and other strategies that are neglected.

It appears that use of language learning strategies affects language learners’ ability to foster their level of autonomy.

Most of the participants are at the advanced level of autonomy in self-motivation and choosing materials.

Many of them enjoy an intermediate level pertaining to reflecting, cooperating, controlling feelings and self-evaluation.

On the other hand, many of them are at the beginning or emerging level pertaining to designing, editing and completing tasks, and recognizing their needs and setting goals.

It was concluded that university instructors need to take into consideration students’ autonomous levels and design tasks that help students become more autonomous and self-dependent.

As a result of the study some implications and recommendations were highlighted.

التخصصات الرئيسية

العلوم التربوية

عدد الصفحات

99

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-957632