Thara Boumaaza (2024) Strengthening the Development of Student Talking Time (STT) in the EFL Secondary Classroom: Student-Centered Activities and Differentiated Instructions The Case of Second Year Students at Haddadi Homana Secondary School.
Scientific Publications
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Abstract
Abstract
This study explores the imperative of enhancing student talking time in the English as a Foreign Language (EFL) secondary classroom through a synergistic integration of student-centered methodologies and differentiated instruction. Recognizing the pivotal role of student engagement and active participation in language acquisition, educators are prompted to adopt pedagogical strategies that prioritize individualized learning experiences. The student-centered approach places learners at the forefront, fostering autonomy and collaboration, while differentiated instruction tailors teaching methods to address diverse learning needs. Together, these strategies create a dynamic and inclusive environment where students are empowered to express themselves confidently in the target language. This abstract contends that the synthesis of student-centered approaches and differentiated instruction not only enriches language proficiency but also cultivates a lifelong passion for learning. As the global landscape of education evolves, this research advocates for the continued exploration of innovative pedagogical methods that amplify student talking time, thereby nurturing a communicatively competent generation in the EFL secondary classroom.
This study explores the imperative of enhancing student talking time in the English as a Foreign Language (EFL) secondary classroom through a synergistic integration of student-centered methodologies and differentiated instruction. Recognizing the pivotal role of student engagement and active participation in language acquisition, educators are prompted to adopt pedagogical strategies that prioritize individualized learning experiences. The student-centered approach places learners at the forefront, fostering autonomy and collaboration, while differentiated instruction tailors teaching methods to address diverse learning needs. Together, these strategies create a dynamic and inclusive environment where students are empowered to express themselves confidently in the target language. This abstract contends that the synthesis of student-centered approaches and differentiated instruction not only enriches language proficiency but also cultivates a lifelong passion for learning. As the global landscape of education evolves, this research advocates for the continued exploration of innovative pedagogical methods that amplify student talking time, thereby nurturing a communicatively competent generation in the EFL secondary classroom.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5059 |
| Date Deposited | 2024-07-04 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5059 |