Ptromoting autonomy in writing through cooperative learning for grade 10 students grouped according to their learning styles (Record no. 21704)

MARC details
000 -LEADER
fixed length control field 02239nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Abou Adla, Maisaa'Banat
Miscellaneous information Master, TEFL
245 10 - TITLE STATEMENT
Title Ptromoting autonomy in writing through cooperative learning for grade 10 students grouped according to their learning styles
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2007
300 ## - PHYSICAL DESCRIPTION
Extent 121 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study is to determine the effectiveness of following a four-stage process, awareness, involvement, intervention, and creation, to promote grade ten students’ autonomy level in writing. Three factors were taken into consideration prior to starting the study. First, after identifying students’ learning styles according to a modified version of the Dun and Dunn learning style inventory, students were grouped in homogenous groups according to their identified learning preferences: visual, auditory, and tactile-kinesthetic. Second, students were also clustered in heterogeneous groups taking into consideration their competency level in the productive skill, writing. Third, students’ social preferences, working in pairs or in groups, were also taken into consideration. Students responded to an autonomy questionnaire designed to assess the extent to which they reported possessing skills related to autonomy. The results yielded reported a significant level in students’ degree of autonomy. A major finding of the action research was that responsibility, motivation and the need for structure, three elements related to the emotional preference of students, were significantly correlated to students’ autonomy level.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعلم التعاوني
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Apprentissage coopératif
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cooperative Learning
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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