Original article | Base for Electronic Educational Sciences 2021, Vol. 2(2) 1-10
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: https://doi.org/10.29329/bedu.2021.381.1 | Manu. Number: MANU-2108-25-0004.R1
Published online: September 30, 2021 | Number of Views: 40 | Number of Download: 687
Abstract
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
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