|  e-ISSN: 2718-0107

Volume 2 Issue 2 (September 2021)

Issue Information

Issue Information

pp. i - vi   |  DOI: 10.29329/bedu.2021.381



Original Articles

Investigating the Teachers’ Application of Socio-Cognitive Theory to Promote EFL Students’ Autonomy Case Study: Third- Year Students in Kasdi Merbah University, Ouargla, Algeria

Rim Bougherara & Hamza Nani

pp. 1 - 10   |  DOI: 10.29329/bedu.2021.381.1


This paper aimed to investigate the teachers’ implication of Socio-Cognitive Theory to promote EFL students’ autonomy. It was significant in the sense that it attempted at investigating the teachers’ implication of Socio-Cognitive Theory in promoting their students’ autonomy and indicating the usefulness of Socio-Cognitive Theory in assisting teachers to promote their students’ autonomy. The descriptive method was the one used in this research in which a teachers’ questionnaire was addressed to both EFL teachers at Ouargla University and EFL third- year students from the same university for data collection. It was found that EFL teachers implemented Socio-Cognitive Theory in their classrooms and were aware of it. In addition, this theory was workable for boosting autonomous learning. But, on the other hand, it was revealed that teachers confirmed their students’ disinterest for becoming autonomous. Then, it was recommended to make a good rapport with students to enhance their students’ autonomy.

Keywords: Students’ autonomy, self- independence, self-regulation, socio-cognitive theory, teachers

Evaluate the Impact of Project-Based Learning Strategy on Vocabulary Acquisition: An Experimental Study among Palestinian Students in Gaza

Amjad Joma, Safa Migdad & Abdullah Al Tobi

pp. 11 - 30   |  DOI: 10.29329/bedu.2021.381.2


This study aimed to evaluate the impact of the project-based learning strategy on developing third graders' vocabulary achievement level in the subject of English. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from AlZaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants  were  divided  into  two  equivalent  groups,  each  consisting  of  38 students. The Project–based learning strategy was used in teaching the experimental group, whereas the traditional method was used for the control group. The study tool consisted of a pre-post achievement test. Data were analyzed using the Statistical Package for Social Sciences. Independent samples t-test and effect size were used in the analysis. Results revealed higher mean scores in vocabulary for the experimental group in the post-application test. The researchers attributed these findings to the project–based learning strategy and recommended its use in teaching English to develop vocabulary. 

Keywords: Project-based learning, Palestinian students, vocabulary.