TY  - BOOK
AU  - Abou Adla,Maisaa'Banat
TI  - Ptromoting autonomy in writing through cooperative learning for grade 10 students grouped according to their learning styles
PY  - 2007///
CY  - Beirut
PB  - Université Libanaise - Faculté de Pédagogie - Deanship
KW  -  التعلم التعاوني
KW  - Apprentissage coopératif
KW  - Cooperative Learning
KW  - Cycle Secondaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
KW  - Secondary Education English Language Education Teaching Methods
KW  - المرحلة الثانوية تعليم اللغة الانكليزية طرق التعليم
N1  - النوع : Mémoire
N2  - 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
ER  -