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dc.contributor.author |
Mzi, Yamina |
|
dc.date.accessioned |
2018-12-10T15:02:49Z |
|
dc.date.available |
2018-12-10T15:02:49Z |
|
dc.date.issued |
2017 |
|
dc.identifier.uri |
http://e-biblio.univ-mosta.dz/handle/123456789/6684 |
|
dc.description.abstract |
Conceptual and empirical knowledge are a two sides coin of research methodology course.
Previous research has revealed that most of times this course is taught through traditional
teacher-centered approach which made students perceive it as boring and lacking context
this is because that they were just exposed to the theoretical knowledge, and did not have
the chance to communicate the empirical side of the research process. This study was
conducted in order to collect information regarding the issue of teaching research
methodology course with the context of EFL classrooms. The main purpose of this study is to capture the way research methods teachers’ and M2 undergraduate students
at AbdelhamidIbnBadis University of Mostaganemperceive the teaching-learning process
of this course. In other words, this dissertation is intended to evaluate the effectiveness of
this course through the perspectives of instructors and students. |
en_US |
dc.language.iso |
en |
en_US |
dc.subject |
Course Design |
en_US |
dc.subject |
Course Delivery |
en_US |
dc.subject |
Research Methodology Course |
en_US |
dc.title |
Teaching Research Methodology in EFL Classrooms: Bridging the Gap between Design and Delivery |
en_US |
dc.type |
Other |
en_US |
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