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A Reshuffle Of The Roles Of Instructors And Learners In Online Education

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dc.contributor.author Sellami, Yosra
dc.date.accessioned 2024-10-31T11:16:05Z
dc.date.available 2024-10-31T11:16:05Z
dc.date.issued 2024-06-28
dc.identifier.issn 2507-721X
dc.identifier.issn EISSN: 2507-721X
dc.identifier.uri http://ddeposit.univ-alger2.dz:8080/xmlui/handle/20.500.12387/7371
dc.description.abstract How learning in general and second/foreign language learning occurs as a life and formal classroom pursuit has always been a contentious issue among psychologists, language teachers, and the learners themselves who display varying levels of motivation to learn and different outcomes presumably matching the effort invested. Attempts to understand the mechanisms of learning generally fall under two umbrellas: those concerned with theory such Skinner (1950), Chomsky (1965), Vygotsky (1978) and others, who have developed theoretical systems accounting for learning as controlled by stimulus-response, mental processes, and socially mediated interactions, respectively. On the practical side, much recent work was undertaken in relation to motivation as an overriding factor in second/foreign language learning (Gardner, 1990, 2001; Brooks 1999; Chance, 2014, Dörnyei, 1990, Dörnyei & Ushioda, 2011, etc.). These works consider motivation from internal and external standpoints and draw attention to personal, cognitive, and social factors as theoretical learning models. ar_AR
dc.language.iso en ar_AR
dc.publisher المجلة الجزائرية لعلوم اللسان - مخبر اللسانيات وعلم الإجتماع اللغوي وتعليمية اللغات - كلية اللغة العربية وأدابها- جامعة الجزائر02- أبو القاسم سعد الله ar_AR
dc.relation.ispartofseries المجلد 9;العدد 01
dc.rights Attribution-NonCommercial-NoDerivs 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/us/ *
dc.subject learning ar_AR
dc.subject online education ar_AR
dc.title A Reshuffle Of The Roles Of Instructors And Learners In Online Education ar_AR
dc.type Article ar_AR


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