The Influence of Inductive Teaching Method on EFL Learners’ Autonomy

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DC Field	Value	Language
dc.contributor.author	KECHIDA, Ikram	-
dc.date.accessioned	2022-10-18T08:20:17Z	-
dc.date.available	2022-10-18T08:20:17Z	-
dc.date.issued	2022	-
dc.identifier.uri	http://dspace.univ-guelma.dz/jspui/handle/123456789/13473	-
dc.description.abstract	This research describes the extent to which the inductive teaching method affects English as foreign language (EFL) learners’ autonomy. It aims at describing the relation between the utilization of inductive teaching method in EFL classrooms and learners autonomy. This study adopts the descriptive method by employing two questionnaires. These tools allow the obtainment of quantitative data. The sample of the present investigation consists of one hundred forty four (144) Third Year LMD students and twenty (20) teachers at the department of English, 8 Mai 1945 University, Guelma. The emanating results confirm the main hypothesis which implies that the permanent use of inductive teaching method promotes EFL learners’ autonomy. These results highlight that inductive teaching method enhances EFL learners’ autonomy.	en_US
dc.language.iso	en	en_US
dc.subject	Inductive Teaching Method, EFL, Learners’ Autonomy, LMD system, Deductive Teaching Method.	en_US
dc.title	The Influence of Inductive Teaching Method on EFL Learners’ Autonomy	en_US
dc.title.alternative	Case study: Third year LMD Students at the Department of English, 8 Mai 1945 University, Guelma.	en_US
dc.type	Working Paper	en_US
Appears in Collections:	Master

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