Show simple item record

dc.contributor.authorZarei, Abbas Ali
dc.contributor.authorLayeq, Hamide
dc.date.accessioned2018-11-21T12:40:25Z
dc.date.available2018-11-21T12:40:25Z
dc.date.issued2016
dc.identifier.issn2444-3921
dc.identifier.urihttp://hdl.handle.net/10396/17510
dc.description.abstractThis study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners’ autonomy. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment conditions including cooperative and competitive teaching techniques. To collect data, the Persian translation of an autonomy questionnaire was administered before and after the treatment. The obtained data were analyzed using an Analysis of Covariance (ANCOVA) procedure. The result of data analysis showed that competitive and cooperative teaching techniques affected the level of autonomy in EFL learners. The learners in the cooperative group were more autonomous. The findings of the present study may have implications for learners, teachers, and syllabus designers.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Córdoba, UCOPresses_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceInternational Journal for 21st Century Education 3(Special), 26-34 (2016)es_ES
dc.subjectCompetitive teaching techniqueses_ES
dc.subjectCooperative teaching techniqueses_ES
dc.subjectLearner autonomyes_ES
dc.titleCooperative and competitive teaching techniques affecting iranian EFL learners’ autonomy leveles_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://www.uco.es/ucopress/ojs/index.php/ij21ce/indexes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record