Investigating the Teachers' Application of Socio-Cognitive Theory to Promote EFL Students' Autonomy Case Study: Third-Year Students in Kasdi Merbah University, Ouargla, Algeria

Autor/inn/en	Bougherara, Rim; Nani, Hamza
Titel	Investigating the Teachers' Application of Socio-Cognitive Theory to Promote EFL Students' Autonomy Case Study: Third-Year Students in Kasdi Merbah University, Ouargla, Algeria
Quelle	2 (2021) 2, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2718-0107
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Social Cognition; Personal Autonomy; Teaching Methods; Teacher Attitudes; Language Teachers; Undergraduate Students; Student Attitudes; Metacognition; Foreign Countries; Algeria + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Kognition; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Language teacher; Sprachunterricht; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Algerien
Abstract	This paper aimed to investigate the teachers' implication of Socio-Cognitive Theory to promote EFL students' autonomy. It was significant in the sense that it attempted at investigating the teachers' implication of Socio-Cognitive Theory in promoting their students' autonomy and indicating the usefulness of Socio-Cognitive Theory in assisting teachers to promote their students' autonomy. The descriptive method was the one used in this research in which a teachers' questionnaire was addressed to both EFL teachers at Ouargla University and EFL third- year students from the same university for data collection. It was found that EFL teachers implemented Socio-Cognitive Theory in their classrooms and were aware of it. In addition, this theory was workable for boosting autonomous learning. But, on the other hand, it was revealed that teachers confirmed their students' disinterest for becoming autonomous. Then, it was recommended to make a good rapport with students to enhance their students' autonomy. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01