Salma KELIOUS (2024) Investigating the Impact of Teachers’ Enthusiasm on EFL Learners’ Engagement Case of Third Year LMD Students of Mohamed Cherif Messaadia University, Souk-Ahras. University of Souk Ahras
Scientific Publications
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Abstract
Abstract
The current study aims to explore the influence of teachers’ enthusiasm on EFL students’ engagement at Mohamed Cherif Messaadia University, in SoukAhras. This study seeks to shed light on the importance of enthusiasm in teaching, demonstrate its effectiveness in engaging students, and examine the learners’ responses towards it. The research hypothesis suggests that demonstrating enthusiasm in teaching impacts positively learners’ engagement in the educational setting. Aiming to test this hypothesis, an exploratory and descriptive research took place, employing a mixed method and opted triangulation approach in gathering both quantitative and qualitative data. The researcher used three main instruments: a questionnaire which was designed and distributed to third- year LMD students at the department of English, University of Souk Ahras, a non-participant observation was conducted during the second semester (2024) with third-year students over eight (8) sessions, and a semi-structured interview was conducted with five (5) EFL teachers of different modules, in the aforementioned department. The collected data have revealed that high level of teachers’ enthusiasm impacts positively the learners’ engagement; it motivates them to actively participate and interact in class activities, increases their interest in the subject matter and proficiently facilitates their understanding. Based on the findings of this study, our hypothesis was confirmed.
The current study aims to explore the influence of teachers’ enthusiasm on EFL students’ engagement at Mohamed Cherif Messaadia University, in SoukAhras. This study seeks to shed light on the importance of enthusiasm in teaching, demonstrate its effectiveness in engaging students, and examine the learners’ responses towards it. The research hypothesis suggests that demonstrating enthusiasm in teaching impacts positively learners’ engagement in the educational setting. Aiming to test this hypothesis, an exploratory and descriptive research took place, employing a mixed method and opted triangulation approach in gathering both quantitative and qualitative data. The researcher used three main instruments: a questionnaire which was designed and distributed to third- year LMD students at the department of English, University of Souk Ahras, a non-participant observation was conducted during the second semester (2024) with third-year students over eight (8) sessions, and a semi-structured interview was conducted with five (5) EFL teachers of different modules, in the aforementioned department. The collected data have revealed that high level of teachers’ enthusiasm impacts positively the learners’ engagement; it motivates them to actively participate and interact in class activities, increases their interest in the subject matter and proficiently facilitates their understanding. Based on the findings of this study, our hypothesis was confirmed.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5050 |
| Date Deposited | 2024-07-03 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5050 |