The Impact of Incorporating Multimodal Learning Tools on Selfregulation among Students in Literature Classes: The Case of Fourth-Year Students of English at ENS Laghouat
| المصدر: | دراسات معاصرة |
|---|---|
| الناشر: | المركز الجامعي الونشريسي تيسمسيلت - مخبر الدراسات النقدية والأدبية المعاصرة |
| المؤلف الرئيسي: | Zeghoudi, Imane (Author) |
| المجلد/العدد: | مج8, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | جوان |
| الصفحات: | 497 - 508 |
| DOI: |
10.37172/1901-008-001-045 |
| ISSN: |
2571-9882 |
| رقم MD: | 1479667 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Multimodal Learning Tools | Self-Regulation Skills | Students | Teaching Literature
|
| رابط المحتوى: |
عدد مرات التحميل
3
| المستخلص: |
In response to challenges in fostering students’ self-regulation in literature classes, this study examines the impact of integrating multimodal learning tools (MLTs) on autonomy and self-learning. Conducted with 30 fourth-year English students at ENS Laghouat, employing a quantitative approach, data were collected via a self-regulation test and Likert scale survey, analyzed using SPSS. Results suggest that incorporating MLTs positively affects students' self-regulation, garnering positive feedback. The study advocates for educators and institutions to embrace and implement these tools to enhance student learning experiences in literature classes. |
|---|---|
| ISSN: |
2571-9882 |
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