Teachers’ and Students’ Attitudes towards the Impact of Personalized Instruction on Students’ Classroom Participation

Abstract

It has been generally observed that teachers complain about students’ avoidance of classroom participation; therefore, the current study investigates teachers’ and students’ attitudes towards the impact of implementing the personalized method of instruction on students’ classroom participation. Moreover, it urges the teachers to guide their learners by the personalized method of instruction to foster their classroom participation, since it helps them to master the twenty-first century skills. Hence, the study has hypothesized that teachers and students would have various attitudes concerning the impact of the personalized instruction on learners’ classroom participation. Correspondingly, two questionnaires have been administered in order to gather data about teachers’ and students’ attitudes concerning this issue. The first questionnaire has been administered to thirty out of fifty teachers of English at the department of letters and English language, in the University of 8 Mai 1945-Guelma. The second questionnaire has been directed to fifty-seven out of sixty-two master one students from the same department. The obtained results have shown that the teachers and the students believe that implementing the personalized method of instruction has a significant impact on learners’ classroom participation, and this latter would be enhanced when the teachers follow the instructional techniques of differentiation. Accordingly, some practical recommendations have been suggested in order to help the teachers to increase their students’ participation using the personalized method of instruction.