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Anticipating Students’ Academic Achievements Through Meta-cognitive Awareness And Learning Strategies Case Study Of 3rd Year Students At The English Department-batna 2 University

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dc.contributor.author Hellalet, Souhila
dc.date.accessioned 2023-05-25T13:12:26Z
dc.date.available 2023-05-25T13:12:26Z
dc.date.issued 2022-01-15
dc.identifier.citation Hellalet Souhila, Anticipating Students’ Academic Achievements Through Meta-cognitive Awareness And Learning Strategies Case Study Of 3rd Year Students At The English Department-batna 2 University, Elihyaa Journal, Faculty of Islamic Sciences, Batna1 University, vol 22, N° 1, Serial Number 30, January 2022، P-P : 1333-1348 fr_FR
dc.identifier.issn 1112-4350
dc.identifier.uri http://dspace.univ-batna.dz/xmlui/handle/123456789/5542
dc.description.abstract Researchers from a range of disciplines, over decades, have been looking closely at learning mechanisms. Efficient learning processes require the development of specific abilities that help the one get adapted to the dynamic life change. Research has revealed that intelligence alone is not adequate to anticipate the efficiency of learning; it can rather be predicted by the appropriate selection and application of the learning strategies. Nevertheless, such strategies can be selected depending on the learner’s level of meta-cognitive awareness, which permits the implementation of the suitable learning strategies. Some learners, like in our case study, show great readiness to develop these strategies by their own through time while others require special training of their meta-cognitive awareness and learning strategies in order not to remain at a suboptimal level of development. The actual research paper targets the investigation of the possible effects of learning strategies and meta-cognitive awareness on the academic performance of 3rd year students at the English Department-Batna 2 University. Such a training may contribute to the attainment of high academic achievements for learners. The study results obtained through quantitative and qualitative data have been analyzed and interpreted. Their outcomes show that some learning and meta-cognitive awareness strategies facilitate the attainment of academic success, while other strategies are counter-productive. fr_FR
dc.language.iso en fr_FR
dc.publisher مجلة الإحياء، كلية العلوم الإسلامية، جامعة باتنة1 fr_FR
dc.relation.ispartofseries المجلد 22، العدد 1;
dc.subject metacognitive awareness fr_FR
dc.subject academic achievements fr_FR
dc.subject learning strategies fr_FR
dc.title Anticipating Students’ Academic Achievements Through Meta-cognitive Awareness And Learning Strategies Case Study Of 3rd Year Students At The English Department-batna 2 University fr_FR
dc.type Article fr_FR


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