Investigating students' and teachers' attitude towards using classrooum rewards in enhancing students' behavioural engagement in ELF classes
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Date
2020
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Oum-El-Bouaghi
Abstract
The present study aims at investigating students' and teachers' attitudes towards using classroom rewards in enhancing students' behavioural engagement in EFL classes. To fulfil this aim, a descriptive method was carried out. Therefore, two online questionnaires were administered to thirty-two (32) EFL teachers, and seventy-one (71) first year LMD students from the English department of Larbi Ben M'hidi University. The data obtained from the two questionnaires have been analyzed quantitatively using SPSS. The results indicated that both EFL teachers and students were familiar with the benefits of using classroom rewards in engaging learners, even though they asserted that they were not frequently used in their EFL classrooms. Moreover, respondents reported that students suffered from behavioural lack of engagement and seemed aware enough about the reasons behind such behaviour. Surprisingly, they showed their interest in using classroom rewards to increase their students' behavioural engagement in EFL classes. Accordingly, these findings confirmed the research hypotheses that were set out at the beginning. That is to say, both students and teachers have positive attitudes towards using classroom rewards in enhancing students' behavioural engagement in EFL classes. Based on the research main findings, some pedagogical implications were recommended in order to help learners engage positively in the classroom and thus, enhance their learning process. Teachers, too were encouraged to use classroom rewards to ensure their learners total engagement.
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Keywords
Classroom reward, Student behavioural engagement