Investigating EFL teachers’ and students’ perspectives towards the effect of inquiry-based learning on developing EFL students’ autonomy

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dc.contributor.authorKibouche, Nermine
dc.contributor.authorBoulmaiz, Djallel
dc.date.accessioned2021-11-08T05:45:12Z
dc.date.available2021-11-08T05:45:12Z
dc.date.issued2021
dc.description.abstractThe focus of teaching and learning has moved from the teacher to the learner as the most important aspect of the classroom. Autonomous learning is an important method in English language learning. Hence, teachers must effectively implement learning strategies and methods to assist students in developing their autonomy in the target language learning. Therefore, the current study, which is descriptive, is conducted to investigate EFL teachers' and students' first year Master's students' perspectives towards the effect of inquiry-based learning (IBL) strategy on developing EFL students' autonomy at Larbi Ben M'Hidi University of Oum El Bouaghi during the academic year 2020-2021. Two questionnaires were the tools used to gather data. The first questionnaire was addressed to Master one EFL LMD students from the department of English at Larbi Ben M'Hidi University. The second one was administered to teachers from the same department. On the basis of the data collected from both questionnaires, the study's hypothesis was confirmed. Results showed that most teachers and students believe that through the use of the IBL strategy students' autonomous learning will be enhanced.ar
dc.identifier.urihttp://hdl.handle.net/123456789/11687
dc.language.isoenar
dc.publisherUniversité Oum El Bouaghiar
dc.subjectAutonomous learningar
dc.titleInvestigating EFL teachers’ and students’ perspectives towards the effect of inquiry-based learning on developing EFL students’ autonomyar
dc.title.alternativethe case of master one students at Larbi ben M’Hidi University,Oum El Bouaghiar
dc.typeOtherar
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