The influence of mixed ability classroom on law..

النوع : Mémoire

The present study aims at describing the influence of MAC on the academic achievement and initiative classroom interaction of EFL low- achievers and high-achievers. The study also examines the challenges EFL teachers encounter while addressing the needs of students with variable levels in the Lebanese public sector. Finally, the study investigates the effectiveness of EFL teaching strategies teachers use in MAC. Four sections of grade 10 students, 111 students in all, are involved in the study. Taking their school averages in the first semester into consideration, the students are categorized into three levels: 33 low-achievers, 60 average-achievers, and 18 high-achievers. Prior to the present study, a pilot study was conducted to test the reliability of the instruments and the feasibility of the study design. All the students were provided with a) a questionnaire to fill in, while low-achievers and high-achievers (51 students) were the target, and b) classroom observation. Data about the 1) students’ attitudes, 2) motivation, and 3) classroom interactions were provided by these two instruments. In addition, school records of all the subjects, during the three semesters of the academic year, were collected and studied. As for the teachers, their number is 13, 11 females and 2 males. An interview with the teachers was also included in study in order to back up the results collected by the other tools of measurement and to add further details about the issue under study. The results show a considerable deterioration in the academic averages of low-achievers and high-achievers. In addition, the results reveal a low level of motivation and initiative classroom interaction by low-achievers and high-achievers, in contrast to average-achievers. As for teachers, clear evidence is provided about how problematic MAC is for them and how ineffective the teaching methods they use are.