THE ROLE OF USING SELF-ORGANIZED LEARNING STRATEGY IN IMPROVING ENGLISH LANGUAGE PERFORMANCE OF SEVENTH GRADERS AS PERCEIVED BY ENGLISH LANGUAGE TEACHERS IN TUBAS PUBLIC SCHOOLS

dc.contributor.authorMarah Daraghma
dc.date.accessioned2024-06-09T19:59:09Z
dc.date.available2024-06-09T19:59:09Z
dc.date.issued2023-01-19
dc.description.abstractThis study sought to identify the role of using self-organized learning strategy in improving English language performance of seventh graders as perceived by English language teachers in Tubas public schools. Furthermore, the study aimed to find out the role of gender, academic degree, years of experience, and the number of training courses taken by the teacher on the teacher’s perspectives towards this strategy. To achieve these objectives, the descriptive analytical approach was employed through utilizing a 38- questionnaire. The participants of the study comprised 60 EFL teachers who teach the seventh graders in Tubas public schools in the scholastic year 2021/2022. Results of the study showed that the role of using self-organized learning strategy in improving English language performance of seventh graders as perceived by English language teachers in Tubas public schools was very high. In addition, the results indicated that there were no statistically significant differences in teachers’ responses of the role of using self-organized learning strategy in improving English language performance, due to the variables of gender, academic degree, years of experience, and the number of training courses taken by the teacher. Based on these results, the researcher offered several recommendations to the teachers’, students, curriculum designers, The Ministry of Education, and to other researchers. These recommendations aim to employ the strategy of self-regulated learning by teachers, students and curriculum designers to help the students improve their English language skills. Keywords: English language; self-organized learning; seventh graders.
dc.identifier.urihttps://hdl.handle.net/20.500.11888/19093
dc.language.isoen
dc.supervisorDr. Fawaz Aqel Dr. Suzan Arafat
dc.titleTHE ROLE OF USING SELF-ORGANIZED LEARNING STRATEGY IN IMPROVING ENGLISH LANGUAGE PERFORMANCE OF SEVENTH GRADERS AS PERCEIVED BY ENGLISH LANGUAGE TEACHERS IN TUBAS PUBLIC SCHOOLS
dc.typeThesis
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