Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Academia.eduAcademia.edu
Download Free PDF
paper cover icon
Download Free PDF
paper cover thumbnail

Promoting Academic Involvement in EFL Context through the Positive Emotions Engendered from Teacher-Student Interactions: The Case of Third Year Secondary School Students

Promoting Academic Involvement in EFL Context through the Positive Emotions Engendered from Teacher-Student Interactions: The Case of Third Year Secondary School Students

Profile image of Berrahoui HananeBerrahoui Hanane

The present investigation, in fact, aims at shedding light on the importance of positive emotions resulted from positive teacher-student interactions in enhancing students’ involvement in their English language learning. A case study, thus, was carried out with third year secondary school students at Maliha Hammidou, Dr. Benzerdjeb, and Ahmed Benzekri schools within an exploratory research. Key words: Positive teacher-student interactions, Positive emotions, English language learning, Students’ involvement, Case study.

Related Papers

Theory and Practice of Second Language Acquisition

Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners

Yahya Ghelichli

One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and langu...

View PDF

International Journal of Evaluation and Research in Education (IJERE)

Affective engagement in academic reading: What EFL student teachers reveal

made frida yulia

Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ ef...

View PDF
Examining emotions in English language learning classes: A case of EFL emotions

2016 •

Afrooz Aminzadeh

Emotions play a significant role in learning in general, and foreign language learning in particular. Although with the rise of humanistic approaches, enough attention has been given to the affective domain in language learning, the emotions English as a foreign language (EFL) learners experience regarding English language skills in listening, speaking, reading, and writing have not gained adequate attention. Accordingly, this study investigates whether language skills play any role in engendering emotions in EFL learners, or in other words, how language skills affect EFL learners' emotions. To this end, 20 students were interviewed to elicit their views about the emotions they experienced in EFL classes, as a basis for constructing the EFL Skills Emotions Questionnaire containing 20 items. Then, 308 students were asked to take the newly-designed scale. Afterwards, confirmatory factor analysis was utilised to validate the scale, and then EFL learners' emotions generated by l...

View PDF
Affective factors in language learning: a case study of EFL university students

2019 •

Franca Aldrigo

View PDF
Analysis of Efl Students’ Negative Emotions Towards English Learning Process in SMPN 23 Pontianak

2017 •

Eni Rosnija

Abstract: This research investigated students’ negative emotion during English for Foreign Language (EFL) class. The negative emotions that became the focus of this research were anxiety, boredom, hopelessness, and anger. To achieve the objectives, the writer used case study method. There were three procedures of this research namely classroom observation, Likert questionnaire, and students interview. The participants of this study were 20 students who were considered problematic in the EFL class, and sample was 10 chosen by purposive sampling technique. The finding showed that all students had negative emotions during the EFL learning process. The order of the negative emotions were anxiety (97 cases), hopelessness (73 cases), anger (55 cases), and boredom (39 cases). The factors stimulating those negative emotions came from students’ English ability, English materials’ difficulty level, presentation of English materials, and the students’ relationship with their peers and English ...

View PDF

European Journal of Foreign Language Teaching

Negative Feelings of Turkish Students in EFL Learning Process

2018 •

Derya Uysal

View PDF
The Correlation between Teacher-Student Attachment and Iranian EFL Learners' Engagement

2015 •

Journal of Applied Linguistics and Applied Literature Dynamics and Advances

The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers' and students' perceptions of their relationships and students' engagement have been taken into account. Questionnaire data provided by 311 EFL students and 70 EFL teachers was used to investigate the relation between (a) teacher-student attachment and EFL learners' engagement, (b) teacher-student secure attachment and EFL learners' engagement, (c) teacher-student insecure attachment and EFL learners' engagement, (d) teacher-student secure attachment and EFL learners' behavioral engagement, (e) teacher-student insecure attachment and EFL learners' behavioral engagement, (f) teacher-student secure attachment and EFL learners' emotional engagement, and (g) teacher-student insecure attachment and EFL learners' emotional engagement. The analysis of teachers and students' questionnaire data showed that teacher-student attachment was correlated with learners' engagement. The student participants reported that secure attachment positively affected behavioral and emotional engagement while insecure attachment had a negative effect. The teacher participants reported that attachment with students had weak and non-significant relationship with their students' behavioral and emotional engagement. These findings and their major pedagogical implications are discussed.

View PDF

JURNAL REFORMA

The Influence of Affective Variables On EFL/ESL Learning and Teaching

2017 •

Riryn Fatmawaty

View PDF
NEGATIVE FEELINGS OF TURKISH STUDENTS IN EFL PROCESS

2018 •

Derya Uysal

Abstract The students might have either negative or positive feelings for different components of foreign language process. While positive feelings and emotions support the language acquisition process and push the students to learn the language, negative feelings block the process as they cause the learner to erect barriers to learning a foreign language. In case this process is directed by a teacher who is aware of the barriers of the students and sensitive to them, it is possible to replace negative feelings with the positive ones. The purpose of the current study is to reveal the sources of the negative feelings which hinder EFL learning process of the students in English language preparatory program in Eskişehir Osmangazi University Foreign Languages Department. Case study research design was used in order to examine the phenomenon of underlying reasons of negative feelings students associate with language learning process. Self-reports of the participants constituted the data source of the study. The data of the study was gathered through the interviews conducted with 31 students and 20 English instructors and the data gathered was analyzed inductively. The findings revealed four categories that represent the sources of students’ negative feelings: teacher-oriented negative feelings, classroom oriented negative feelings, and system oriented negative feelings, and student-oriented negative feelings. The results imply a need for instructional design studies targeting to incorporate affective domain variables into teacher education programs and in-service teacher training programs. Also, suggestions for future research are presented.

View PDF

PESA Agora

Decolonisation isn't pretty or complicated: When violence is humanising

2024 •

derek r. ford

The first pro-Palestine demonstration called after the latest counterattack by a host of Palestinian forces on October 7, endorsed by Students for Justice in Palestine, the ANSWER Coalition and others, put matters very plainly: "This is what it means to Free Palestine: not just slogans and rallies but armed confrontation with the oppressors." Of course, the colonisers do not want to hear such realities and hypocritically condemn them as ‘violent’ and ‘terrorist.’ In Indianapolis, we had to keep our coalition together in the face of the fear-mongering by both Democrat and Republican politicians. Unfortunately, many on the academic ‘left’ – already predisposed to conciliatory readjustments – continue echoing the same talking points as the State Department. Henry Giroux, for example, contends that ‘The reach of violence and death in Israel by Hamas is shocking in its depravity and has been well-publicised in the mainstream media and in other cultural apparatuses.’ For a ‘critical’ scholar, it should instinctively raise questions when one finds truth in the pro-Zionist media and cultural outlets and remains merely satisfied with noting the ‘one-sidedness’ of such coverage. Giroux goes further still, calling us to do more than ‘exclusively condemn Hamas’s atrocious violence as a violation of human rights’ and to hold Israel’s apparently asymmetrical violence to equal condemnation. ‘Refusing to hold all sides in this war to the standards of international law is a violation of human dignity, justice and democratic principles,’ Giroux proclaims.

View PDF
SECTION OF ENGLISH $ % % &' ( % ) * $ ' (% % ' % ' Presented by Supervised by Mrs. Hanane BERRAHOUI Dr. Radia BENYELLES Board of Examiners ! " # # # " $ % $% % $% % $% %&& ! " !# ! I ! "#$%#&&#'( ) * + "#$*, ''-) * . .-*/-, + '#! ! / *#!", . '-0#! # ( # . ) ( ) II * * - .-, & - ' *-& 0 # '+'' 12 3 * - 44 "#$/ -$# 5 6# ) * % - 8) 98 -)* - * * 0 4 0#" ! '#""-:. * ' 0.#& ( .-& -, ), $0," * , "#$*-$', ! 7 - '#$, ; ! * 4 III "#&*#00 / -$# * ' * * ! " # $ ! % & ) $ ' ( $ ' * * * IV & ! " # & $ % & '( & & ) # ! * ! ! * # !+ , - - . & / & & / 0 0/0 ! ! ! ! 1 # # ' '( '' % V && ! ! 2 &- '/ &- 3 , &- ! ! ! # ! ! " ! ! &-& - 2 " ! ! */ * / - , #( - , # - -& , #4 - -- , #4 -. , #4 - # % , # ! - . , # / - 1 5 ,% - & 6 1 + ! . 2 7/ 8 9 / 7 7 * 0: / 0 & ) 7 & / 7< - / 7 3= . / / : * / > > ! 5 0;* / 7: 7 0 / & && &- 0/ 0) / 5 , / 7 &. &1 , ? ! # &1 !% &1 VI & 1 #5 ' , 4 # ' &2 & , # 4 5# ' -" ** 1 0 4< 1 , #4 1& # 7 # - + -. -1 /* / / 7 . ) / / / /*: < / / % < " * # * 0 2 2 - @ # 7 2 & & / / 2 5 / % . ! / . + , . % .& ) 7 / 7 .- * .- 7/ 7 9 * / /*: / / & .1 & / /*: && 0 / /9 < / / / * && && < 4< # ' # + < /* / > .1 . ' &&& &&- / > / # . #5# , #4 #5# # + 2 1 VII &&. ' &&. # @ # 1& ) 1- &&. ! 1. &&. , #/ 1. &&. , #3 11 &&. & , # 12 && @ # #5# &- / : ) 7 &. * " / * - 7/ ) 9 / 7 00 - 1 7 -& 0 / 7 -& 3 ) / 4 ) * ! 0 ) # ! 0 # # ' -& 3 ! 0 # # ' -& 3 -&& -&- # -&-*/ > # ' , 2 2 '( 2 , # 2& , #4 ! 2- ! # -&- -&-& : 7 * 0 /* ! 7 # -&- 1 # ' 3 ! 4 < /* / -& -& &3 -- / 7 % # ! # 2- ' # ! '' !7 # % , 5 ! / /0 21 21 # 2 , 5 ,# ) / !, A5 */ (3/ 22 > "" VIII -. / 0/ / -. / , > */ 3 ! ,5 -. ". ". 4 -1 / 7 4 -2 , #( , #4 / 7 ) #5 # " - - " 7 / 0 " 00 "1 * 0 /* 3 3* 0 / 7: "1 * " & / &" /55 A B/B 9 4< /55 A C349 /55 A B B9 , # 4/ + # &1 /55 A B B9 # -. , #4 # # @ # + & &. IX ! " / * ' * ' # &# : # )* , #4 4 "! !# 5 #% ' # , , & !7 # 1. # 1 , #4 "" , , #4 8 % ' !7 1 "# , , #4 # 1 '7 "$ 4 5 , , #4 "% 4 5 , , #4 0 "& / )* , #4 !# ' # '7 # 11 11 !7 # 11 "' , , #4 8 % ' !7 1 "( , , #4 # 1 " ) / )* , #4 4 " '7 !# 5 ' # , , #4 " ! , , #4 8 % ' !, " " , , #4 # '7 !7 # # " 4 5 , , #4 " $ 4 5 , , #4 0 # ! 12 12 " # # 12 ,53 '7 # " " ! " X 3# *+,*+,- ! *+,- " *+,- ! # , @# + ( (@ , #% ' 5 ' %5 *+,- ! ! ! ! ' 5 & # , ! .- , #4 *+,- # " *+,- # ! # ! *+,- # " , 5 0 # ! 2& # ' , # 4 A5 2 % 4/ "" XI -( - ./ " 4 -( - ./ " ! 4/ -( - ./ " " 4 -( - ./ " # 4 -( - ./ " $ ' #*D ! , + # @ , # 5 , 4 5 4> + -( - ./ " & 4 -( - ./ " ' 4 # ' # # .2 )* ! , , #4 , # , 5 # # ' ! , # -( - ./ " % # , #4 ! A # 8 #D + # #% ' ! ,* ! ! & , #4 # ! - @ ! , # , # ' # , # 4) , #4 , # , # % . , # 1 XII * / -0 " 4) ' * / -0 " ! 4*D ' , * / -0 " " 4 ! * / -0 " # )* * / -0 " $ , ! ! * / -0 " % , * / -0 " & * / -0 " ' # , # . ! ,* ! ! # 3 ! , '7 # , ' ' # # 4 # ' # @ # ' D ! # ? , #4 % ! , .2 " @$ , # ! , # ' # , 8 % & 4) 3 ! # ! )* * # 1 XIII General Introduction ! " #$ % # $ & ' ! ! ( #$ $ % )**+& # , ' ( ( # 1 ( General Introduction - . ! ! ! ! ! / / ( ! #$ ' / 0 1 " 2 ) " 2 + " 2 3 4 #$ 2 ( / ! 0 1 5 ) ( 2 General Introduction + 5 3 ( ! - / ! ( ( ! 0 #$ ( 6 / 7 #$ ! / 3 ' General Introduction ( ! / ! # ! ! 6 ! 4 ! " #$ " % & & ' ( ) " * " + +*+ * " # "" ") ") #* , ( ") ")" ) &* & ) ( $ ) ( )" ( - )) ( - ). ( - )/ )/ ( * )/" 1 . ! ( )/ 0 (! ' * #$ ## ! Chapter One Conceptual Framework ! "#$$%&'() * ! " " ! ! ! - . "+,,+) / 0 0 1 0 0 0 6 %#) "+,%#& () Chapter One Conceptual Framework 2 3 "#$$() 0 " + +) / 0 0 " ) 0 0 " 4 5 3 "#$$() 6 / " ) / 0 " " ) 7 " . " + +) ) 7 ) / ) Chapter One Conceptual Framework 4 5 8 9 0 6 ) " " 6 ) 2 + +& 7 : " 3 #$$(& +') # ; & 6 2 < "2 #$$,) ; 8 Chapter One Conceptual Framework 2 2 6 6 " +#) & $ % & % ' ( ' ! "+,,=& ($') 2 "2 7 #$$>) ? 9 Chapter One Conceptual Framework 2 +# / " 6 6 2 +,,=& '=() # ) / ; 6 ! "+,,# #$$$) 6 "1 #$++) ! "+,,,& +'$) ! *$ ! + 2 ! "#$$#) 6 5 - "#$$#&%') @ 10 . Chapter One Conceptual Framework ! 4 0 0 "! #$$>) ! & / 0 6 " AB +,,C B #$$$) / 2 "D +,=> 7 " A3 +,,') 5 6 +,,= E #$$#) / " #$$$) 4 / ! "#$$#) 7 11 A/ Chapter One Conceptual Framework "! #$$%) < 6 6 " +,,,) E 0 < 0 A; #$$%) / "4 0 "#$$%) 0 5 F , E "#$$>& +,() "#$$%) 4 A ; "#$$%) E "4 A4 . #$$$) 0 "4 ; A7 +,=% G < #$$$) "#$$%& +++) 4 % 4 ! 12 Chapter One Conceptual Framework / " B +,,' - A; A #$$%) / < / < "! #$$%) 0 0 ! < 0 +,,, 0 G A "7 5 #$$%) / . < 0 7 A "! #$$') < < H < "+,==) < - ) 5 6 "+,%'& C6>) & 0 & ! ! , 13 "! #$$#) E Chapter One Conceptual Framework ! ! 5 6 4 6 "+,,+ & =#) & . . ! / & 0 ! 2 1 ! "+,,( +,,%) 6 27 "+,,C) < - 3 4 4 ! ! 5 "#$$>) "#$$$) E "3 +,,C) / " ) 14 Chapter One Conceptual Framework 2 0 0 . % " / ! ! 6I % B #$$'& ,) / / "E < #$$#) E " 5 6 E 7 "#$$#) 5 5 "#$$C) E < E "E #$+$ #$+$) BJ #$$# BJ #$$> 7 D "#$$+) E I -/ E , "#$$#&C>) 15 ) Chapter One Conceptual Framework / BJ BJ "#$$+) @6 7 "#$$+& (+) / & " ) < - 8 +,'' A D "4 5 A "2 +,'> G 4 A5 2 A +,,+) +,=C 2 #$$() / +,=, 2 A ! "+,=C) "+,=>) ! / . % ! 2 2 ! ' "+,,+& %+%) D @ ' "+,,'&+') G "#$$(&#>) 0 16 Chapter One Conceptual Framework ! / . "+,,+) K K 0 5 4 ! 2 / 1 7 ! "#$$#& (=) ! 5 5 "155 7 #$+$) "#$+$) / 7 0 6 / 6 " ) / / 7 "#$+$) / & 2 + () 17 "5 Chapter One Conceptual Framework E 5 2 7 +( E 5 "#$+$& =) / ! - # ) & 6 2 7 #$$=& +C,) "+,=%& (,+ % / ' 4 / 18 6 Chapter One Conceptual Framework -- 6 E "#$$#) : E E 0 7 @ "#$$C&C) ! 0 " ) E "7 #$+$) / -5 9 7 0 4 "#$$>) L "5 19 7 +,,( - A Chapter One Conceptual Framework ! #$$() 5 ; "#$$'& ,) & ) ! 2 4 " & / ; -5 ( 7 " +,,$) D "2 2 A ; ! .. A? +,,> +,,') "7 - +,,' 5 -5 A7 +,,() : 2 < 20 A Chapter One Conceptual Framework " AD +,,+ 1 +,,#) K -5- " AD +,,+ 5 +,,() 5 "#$$#) A5 +,,> 0 0 " " ) ) < " " 7 A7 ) ) "/ 7 A #$$=) < 5 : : / 3 . "#$$%& ++=$) ! , ! / ! ' / / @ @ 0 / 21 Chapter One Conceptual Framework K6 "2 5 +,,= 2 +,,,) &) D 0 6 6 ": #$$C) :0 "+,,=&% 1 A2 ! #$$,) ! ! "#$$C& +#,)& & 2 ; ' & & ! ! & & "+,,, D #$$') 6 / 5 "+,,' D #$$') 6 #$$') ; 7 - 0 2 ; 3 "+,=% 5 6 / 22 D Chapter One Conceptual Framework "1 "5 #$$> 5 #$$') 7 #$$') 5 "+,=' D #$$=) 4 0 & , ! , 2 2 ! ! ! 2 < =>? 5 "#$$') 6 / 6 "5 #$$')& 6 "G < +,,%) "! " 23 A ) +,,,) Chapter One Conceptual Framework 6 "7 A- +,,# ! A +,,,) 0 5 6 6 6 0 ! 7 "+,,') / 5- % @ I 8 A H 9 "#$$#) 8 8 9 I H 6 8- 9 7 82 9 / " 0 55 9 2 % # 5 6 24 ) Chapter One Conceptual Framework / E @E 2 / @ "#$++) 6 5 0 / 6D 6 "#$$') 6 4 5= % 7 3 "+,=%) 0 "7 3 2 A - 5 AE +,=C ! "4 A; +,,# E ; #$$$) 2 #$$> D D A < 4 < 25 #$$C) Chapter One Conceptual Framework I 0 % 0 "5 ! #$$C& (',) 5A : 5 "#$$') " - ) 5 "#$$,) / : AE - "+,,(& (,) 0 & : ! ! ! ! 2 ! 26 Chapter One Conceptual Framework D 0 0 6 5A / / 0 "5 #$$') / 0 0 / 0 5A < " "#$$'& #() #$$#) 5 & ) % ' ! ! ! ! ! 2 ! ! ! ! 2 ! ( ! / ! ! 27 Chapter One Conceptual Framework / / 5A- B 5 ! ) "#$$') - E 3 "+,,#) 2 ! M 2 2 ! ! ! " ! 2 #$$C& C') ; " 5 #$$')& "7 A3 +,=%) "D +,,') "! A +,,,) 28 . Chapter One Conceptual Framework " G A5 +,,,) / "- #$$$) / < = : / 0 6 0 0 7 / 29 / ! ! "#$%&'( )*+'&,-). ! +) "#$%&'( /0"/)(1 ! ).*0&$/&2' 23 /+) "#$%) ! /-4)'/.5 023&%) ! )"*+)0.5 $023&%) 6 6 /-4)'/.5 -)./&2''"&0) 6 )"*+)0.5 '/)07&)8 6 %"..022# 9.)07"/&2' ; -"'/&/"/&7) '"%1.&. : ; ; ; < '"%1.&'( "/" 8&/+ -"%&/"/&7) '"%1.&. Chapter Two Methodology and Research Design ! ! ! ! " # ! ! " $ % " 31 Chapter Two Methodology and Research Design " & ' ! " (( () ' ' " * + - , $ $ (.) )( * /0 (.) 0 10 )( 0 + - & $ & $ ! ! " # 2 32 Chapter Two # $ Methodology and Research Design % & & " $ 34..56 # ! " 7 ! # ( 2 8 4 2 8 1 2 8 / 9 8 # * ( * + 4 ! 33 Chapter Two 1 Methodology and Research Design & / ! & ' $ (!) * ' * 34 Chapter Two Methodology and Research Design ' ! + * # 3- (::)6 ! ; 3- (::)6 ! " 3(:<56 ; 3 - (::)6 & = 3(::1*((6 >, - * * / 0 " 0 & . * * 1 " . ! 0 . * 3(::1*(?46 0 > * 0 1 0 $ 0 2 3(:)(*/)6 35 0 2 0 Chapter Two Methodology and Research Design 3 * * . 0 3 4 . , 5 * @ + 3(:)<*()6 0 4 !! * 0 3(::/*4.)6 4 2 * ! . 0 2 9 A 2 3(::/*4.6 ! 2 0 4 ! 2 3B * 0 * (::(* )16 = 3(:)/6 ! ! ! ! , , ! 36 2 Chapter Two 6 Methodology and Research Design 7 " # 6 / " " :46 25 ! C ! ! 0 * 2 34..4* ! 0 6 3C & (::56 0 (:<: (:)4 (::5, 3 6 3 6 # 7 2 . 2 3C 0 4..4*::6 C 2 * * 4 ! - 37 34..46 ! 23 *::6 * Chapter Two Methodology and Research Design 3 8 ! ! 9 & & C & & D " 3 *(.46 ! ! + C & & & & C + B 3E-E F E E6 7 G : ' ' 6# 25 !) 2 3& 0 ! ! H 25 0 0 . * 23 3/46 4..4*(:)6 . 4 50 * (::6 3<6 38 Chapter Two Methodology and Research Design 3B I J DF 4..)6 " H " 34..4* (::6 2 ! 5 ! & * * ) !2 " ! ! # 316 $ 0 " F J 9 F K ' , * & $ - & /4 " 6# < ;8 # ! 39 Chapter Two Methodology and Research Design $ 0 " F & J 34(6 $ 9 F K ' 3/46 # " 3(.6 3((6 31?6 3/46 3)<6, /) 4<L 0 34.6 (< 3446 4. F ' 6# ; 3(<6 , # 3<6 /(L ! 3?6 40 34?6 Chapter Two Methodology and Research Design " < # < * # ;% # $ @ # 34..?* 5.6 * % * 0 ! . !) * . ! ! ! ! 4 ! . . . . * . ! # # C ! @ 2/ 0 / 2 3(:).*?:6 ! 41 Chapter Two Methodology and Research Design ' # * " # 3 ! "6 # * # ! 8 MMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMM ! # E E%E E # 42 Chapter Two Methodology and Research Design # N N 3& N 6 * 6 6& 6$ 6H # ! 2 # * 8 8 2 8 MMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMM ! # " + 34..)6 * # " " " # 43 # N Chapter Two Methodology and Research Design # # + $ + C 4..< G K 34..)6 34..46 # ! " 3 O/.6 # # # " ! # ! # 3()6 # ! 356 * 3P ( ?6 ; 3P 5 )6 : (46 ! 3P ! ! !" 3P # (1 (/6 # # 44 ! Chapter Two Methodology and Research Design ' ! 3P 3P < ; (? (<6 ()6 * 0 2 0 3@ ! ! ! 2 4..?*5(6 " ' " ! - 4 *2 . ! 3 3(::)*(/:6 D * # & * # ! 45 * 0 2 Chapter Two Methodology and Research Design & * # 9 ! 34..<*(?56 2 . 0 ! 0 / 2 C # # 3 ! C6 @ ' ! ' 3(46 # 3 " ! F6 # 3# ( ?6 # # # 3# $ % 56 & 3# 3# ) # 46 ((6 <6 Chapter Two Methodology and Research Design 3# <# (! (46 * # $ 9 2 * $ 9 = * ! 3(::<*?<6 = ! 52 ! ;! * @ * 2(! 0 2 34..?*5(6 ! E E C 34...* 1.?6 > ! ? ! * 0 3 * ! 0 * * @ 0 ! * 0 0 * 0 * > * ! 3 0 3 > ! 0 * 0 ! 0 * ! 47 * * 0 Chapter Two Methodology and Research Design ! ! 0 3 ! 96 # ! # 3 " ! 96 34..56 * ' ( ( ( " , 48 Chapter Two Methodology and Research Design " 7 ! N 3F Q" ! N N N 4.((6 " * H 7 & @ - * ) ' # ) ) *( ! 3 # ) 3 6 # + 49 Chapter Two Methodology and Research Design ) ) 0 " F 3(::/6 # 3 9R 4..<6 # , 3 3 "6 F6 3 C6 3 6 $ & 9 F K ' & 0 3?6 3(?6 50 & " F K Chapter Two Methodology and Research Design A B > G # # # # , 0 ! # ! ! # # ! 3 4..56 ! 3 ! # # C B 6 # > # 0 * K # 2D ! * ! 2 34..5*(1.6 # C % * > # # # ! 51 Chapter Two Methodology and Research Design # # ! C > 0 8 P & &+&& 3& 3& " & 6 + & ' & 6 &"& $ - "F &+&& # # E E " ' E E E E !E E E E4E 2 *E EO4 E E E(E # # E E ! EO1 E EO/ E EO?6 52 3E& EO( Chapter Two C % Methodology and Research Design * > P ! * ! ! * . 2 32 @ 2 * 0 . 0 . (::/*(?:6 # " ! 9 " P P " " & P C 7 E 7 :$ 53 Chapter Two Methodology and Research Design E 2 , # , F , F " " $ % % ' 54 ! " # !!$#% # !!$#% ! %&% $ # ! $'( % " ! %)# * + ! %)# * ! %&% $ # ! , $ % , /# , , 2 4 - . %)$ # ! $ #!0 '$ , $'( % , $'( % 1 , $'( % . %)$ # ! ! %&% $ # ! 33 / 3 Chapter Three Results Analysis and Interpretation !" # $ % & ' & % 57 Chapter Three ree Resultss Analysis and Interpretation Interp /2+0 % /-60 " ) * # ! + " 1 * ( 6 $ +,-. )7)) /-1 ,0 /++00 /+,0 1+ 23 24 53 23,80% 50% 26,20% ! 58 Mathematics Mathe Natural Natura Sciences Lit.and Foreign languages Chapter Three ree Resultss Analysis and Interpretation Interp " ! ( * # /+-0 " ! " /--0 /-,0 * 9,50% Yes No 90,50% ! " ! # ! /.60 / 8, 130 % 80% 70% 60% 50% 40% 30% 20% 10% 0% 69% 9,50% 4,80% You like your The le lessons teacher are intere interesting $ If you like the English E language, ge, it is because: b 16,7 16,70% Other None % &! " 59 ! # ! Chapter Three ree Resultss Analysis and Interpretation Interp 9 /+80 583 ( -5 43 $ 2 63 8 13 9,50% 23,80% Middle school Secondary school 66,70% None ! & " # : 55 43 # ; # 8 13 60 +. 63 6 ! Chapter Three ree Resultss Analysis and Interpretation Interp 26,20% Yes 73,80% No ! ' #() ! ! ! : *+ !" ) * # 4.3 % < 31,00% Yes 69,00% No ! , ! - ) 61 * # ! ! Chapter Three ree Resultss Analysis and Interpretation Interp 57,10% 60,00% 50,00% 40,00% 30,00% 21,40% 14,30% 20,00% 7,10% 10,00% 0,00% Indifferent ifferent $ Somehow motivated Motivated % &! . Very motivated motivate ! ! - : 14 -3 < +-- 23 < 46 13 47,60 47,60% 50,00% 40,00% 30,00% 28,60% 23,80% 20,00% 10,00% 0,00% To improve your To win praise To have more from your opportunities to skills lls in Eng English participate in teacher the classroom $ % &! * ! 62 / . " # ! Chapter Three ree Resultss Analysis and Interpretation Interp = % 24 53 +. 63 / < 0 +6 6 53 < % 2,40% 47,60% Indifferent Indiffe 50% Do more mo efforts Very motivated m ! 0 1! 2 & = 1,3 +- ; +, 24 53 + 23 $ 71,40% 80,00% 70,00% 60,00% 50,00% 40,00% 30,00% 20,00% 10,00% 0,00% 26,20% 2,40% Caring ring teac teacher $ &! ' Kind teacher & & Strict teacher Severe e teacher teache . 63 0,00% #() ! ! Chapter Three ree Resultss Analysis and Interpretation Interp : /4- 230 +5 +3 + 23 ( $ 23,80% 28,60 28,60% Not at all true Somewhat Som true 47,60% ! 3 1 ! * Very Ver true ! #() $ % % / 24 530 < +. 63 +6 53 < < $ 60% 40% 20% 0% Strongly ongly disagree agree $ % &! , ! -! Disagree Don't care & 64 Agree ! -& Strongly Strongl agree Chapter Three ree Resultss Analysis and Interpretation Interp % 21 +3 3 24 53 8+ 63 ; % $ 35,00% 30,00% 25,00% 20,00% 15,00% 10,00% 5,00% 0,00% Strongly trongly disagree isagree $ Disagree % &! 0 Neutral . * Agree - Strongly Strong agree ! ! ) % $ /+40 / /-.0 /-20 0 /60 /40 > 65 Chapter Three ree Resultss Analysis and Interpretation Interp $ 7 $ ; $ # < % ; 70% 60% 50% 40% 30% 20% 10% 0% Strongly disagree $ Disagree Neutral % &! 3 Agree ! : 5- 83 66 Strongly Strong agree ! - ! Chapter Three ree Resultss Analysis and Interpretation Interp +- 23 6. .3 .1 -5 43 7,10% First names Last names 92,90% ! 4 & ! . * * % 8++ 83 # $ 80,00% 60,00% 40,00% 20,00% 0,00% Caring $ % &! 4 Respectful & Helpful Severe ! 67 ! Chapter Three Results Analysis and Interpretation : < 52 .3 +- 23 -2 .3 ! $ ; ) & * < / ! 68 .+0 Chapter Three Results Analysis and Interpretation ? $ !" $ 52 .3 < $ 1 ! . /40 * B @ A ? ) $ ) @ A / ) % @0 % ! C! 14 -23 !" % A < 2+ 653 !" 69 * Chapter Three Results Analysis and Interpretation !" C $ @ % C ? ! C % : !" ! C < " ; # $ 70 Chapter Three Results Analysis and Interpretation % # % ? # % $ C !" % % % $ # % # 71 Chapter Three Results Analysis and Interpretation # # # * % C ) D ' . & !" $ ? % 72 Chapter Three Results Analysis and Interpretation $ @ !" * % $ # ; !" / .10 !" , - 5* !" % /-10 # < $ # < @ 73 Chapter Three Results Analysis and Interpretation E , ( =E / + 4 .0 6 @ ? $ < $ # ) % F G ; < @ F ? % 74 HG Chapter Three Results Analysis and Interpretation % < = , ! $ % ) , 1 ! ; I 9 ) - ) + ) . ) 2 ) 1 1 * ; #() ) ! 9 & 75 ! ( Chapter Three Results Analysis and Interpretation # ; I 9 ) - ) + ) . ) 2 ) 1 ) 1 * & ! ( ! & # ; ! 9 ) - ) + ) . ) 2 ) 1 1 * ; 1! I 9 ) - ) + ) . ) 2 ) 1 " ! . ; 1 * ' 1! *% ! ) ! 76 9 ! - ( Chapter Three Results Analysis and Interpretation ; I 9 ) - ) + ) . ) 2 ) 1 1 * ) , & ! ( ! ! - & ' ; # $ 9 ) - ) + ) . ) 2 ) 1 1 * , 1 ! ; - ) + ) . ) 2 ) 1 0 & 1 * ! ! - $ I 9 ) B ; 3 #() ) ! 9 & 77 ! ( Chapter Three Results Analysis and Interpretation ! # ; ! 9 ) - ) + ) . ) 2 ) 1 1 * ( " 4 1! ! *% . ! # ; I 9 ) - ) + ) . ) 2 ) 1 ; 1 * 7 1! ) ! 9 ( ! - $ & ' 78 # Chapter Three , 1 ! ; I 9 ) - ) + ) . ) 2 ) 1 Results Analysis and Interpretation ; 1 * ; 8 #() ) ! 9 & I 9 ) - ) + ) . ) 2 ) 1 ( ! ( ) 1 * & ! ! & # ; ! 9 ) - ) + ) . ) 2 ) 1 1 * " 1! ! . 79 *% ! Chapter Three ( Results Analysis and Interpretation # ; I 9 ) - ) + ) . ) 2 ) 1 ; 1 * ; 9 ; - ; + ; . ; 2 ; 1 1 * ) 1! 9 ! ! - I ) ' & ! ( ! ! - & ' ; 9 ; - ; + ; . ; 2 ; 1 1 * 0 5* ( # $ , B & ! & 80 ! - Chapter Three Results Analysis and Interpretation $ <$ @ <@ & ; <= & A % / . -,0 /8+ 830 <@ <= <$ ! / % 0 <$ <@ <= /6. .30 A / . 20 81 Chapter Three Results Analysis and Interpretation % ! ' -- ! 9 ) ! !" $ !" ! % !" !" /8+ 630 !" 82 Chapter Three Results Analysis and Interpretation % !" !" @ % !" !" $ % = % % % % : % ) $ 83 Chapter Three % Results Analysis and Interpretation @ % % ? !" # , !" = % !" !" 84 % ! Chapter Three Results Analysis and Interpretation # # < ; % 7 !" 85 ! " - '#. # ! $%! %& %"'$'( ! " # ! $%! %& #$ *"' ") ! " # ! $%! %& %$'( $'%# ! " !%)%$ ! %& +&, "$ ) *) #'"$' !" )%$'%#" ! )%$'%# + #$ ++'. # ! $'%# %& %"'$'( )%$'%# ++/ + ""!%%) +') $ & + ""!%%) $$'#." ! '"'#. $*0 #$" && $'( +/ #$!%0* '#. *)%*! '# $ ( +%1'#. %"'$'( + ""!%%) + $'%#" '1" $ !%*. 21 $ $'%#" ,- 3 3 3 4 5 6 7 0 $% -*'+0'#. %"'$'( ! " %+ " %0 + #$ !1 !"%# + !, $*0 #$ + $'%#" '1" Chapter Four Research Suggestions ! " ! # ! $ $ % % & '()))* ! $ 87 '+,,-* Chapter Four Research Suggestions ! '. ())(* & '()),* # / '())+* / '())+* . $ # 0 $ # $ ! " ! " 1 # 0 '())2* 88 Chapter Four Research Suggestions ! % ' ! " $ +,,,* # 3 % % 4 '+,,)* # % 5 6 % # ()-(6 . $ ! '1 ()-7* & " $ . # % 3$ 5 '())28 2* % & ' ( ' ) %* 89 Chapter Four Research Suggestions ( ' ' ' ' 3 ! 9 % % + 4 ( '()):8(2*8 ( ( % % % & ) & % , % , '4 ( ()):* ! ; '5 $ ())-* < ; 5 '. = & 8 ())>* 3$ '())(82(* 8 ' - . ( , 90 ,* Chapter Four ( , Research Suggestions , / ( ' ( (' ) ! $ '. $ =& 8 ())>* 3 ; 8 ? $ ! '5 $ ())-* 5 '3$ =5 ())(* $ A '3 ())@* $ '3$ =5 ())(8 2>* 5 '4 ()):* $ # $ '. 1 =& ())>* 5 $ $ ' ())>* '% = . ())-*6,0 ) % , '4 ( A $ '3 91 ' % ()):8 (:* ())@* '( Chapter Four Research Suggestions % '% ()):6 =. ())-6 4 ())>* " # $ $ ! 1# 3 3 # 5 $ 0 $ 4 '()-+* $ '()))* # $ ! $ 6 ; ; ; ;6 ; $ B; 9 $ 92 Chapter Four Research Suggestions % $ 8 2 " # ! 3 5 $ / ! # 0 '()7)* $ 93 Chapter Four Research Suggestions ' $ 6 * " ! # 0 3 A 8 . '()),* '())2* ! ! '. A =1 +,,,* '())@* 8 $ C $ ! $ 94 $ Chapter Four Research Suggestions 3 3 3 ! 1 '3 +,,+* ! $ '3 D +,,:* 3 $ ! % ! ' ! 6 6 6 # ' % ! *8 1 # 6 $ 6 $ 6 $ 6 95 6 * Chapter Four Research Suggestions 6 2 3 3 3 3 6 % $ # $ 3 96 Chapter Four Research Suggestions ! 6 # # 3 % 3 $ $ '0 3 = +,,,* '5 $ 5 =9 ()):6 1 +,,,6 < ! ())+* & . $ $ $ % 'D ! 5 = 3 ())>* 'A ())(* ! $ 97 Chapter Four Research Suggestions # & % '5 $ +,(,* < 6 ())26 5 $ '/ +,(,* / 5 (7)* 9 $ 5 '+,,>8 (7: $ '+,,-8 27- 27)* 8 3 6 # '5 +,,>* & , ' ' & ( %,' ," , * $ $ / 3 9 " $ '()--8 +-@* , ' 9 1 ' ' '()-:* 98 ) , Chapter Four Research Suggestions $ 9 1 '()-:* 8 5 % 0 C . $ $ 3 # 1 4 # 5 %$ # $ ! % ! $ 4 #) ! ! < 9 # 99 $ Chapter Four Research Suggestions " " . $ $ ! $ ! 8 2 #) 5+ 6 % + % 70 ' 88 9 ! 100 Chapter Four Research Suggestions 3 $ 1& ! 'E +,,-* 1 C % E '+,,-* $ ' * % ! 1 ! ! ! ! & 3 $ ! : ' 88;< ;9 101 5 Chapter Four Research Suggestions 6 ! 6 . $ = 3 + 3 ! '5 8 +,,>* $ 5 '+,,>8 +-* , & > ' ( , ! $ $ % '5 = ? 8 +,,>* ! 1 5 ! ( '())-* 1 '+,,(* ! % % 6 ! 102 Chapter Four Research Suggestions % % '5 $ ()->* 3 3 $ '! 8 ()):* 6 ! 8 3 '& ! # ! ' D ' * 6 * 103 $ +,,,* Chapter Four Research Suggestions ! ! ' * ! ! ' * % " 6 ! ' * $ E E '()-7* 8 !! < "# # ! $ ! $ $ $ $ % 8 104 Chapter Four Research Suggestions & FF ; 6 ; & #' " % $ " $ ! ! # ' 3 ' ())>* $ * 1 5 FG F = $ $ 0 $ $ 4 105 $ Chapter Four Research Suggestions @ ! 6 " '! ()):* % ' * ! $ A % % $ 9 $ 6 $ $ $ 3 $ '3 =. H I " 8 ())@* A % C '& 8 ()))* ! 106 Chapter Four Research Suggestions ' # ' * 1 * ; 2 # & (' #' # * '+ ) ' & #' " ' & # # ) # & # , # && # ' # # & # $ B 3 ? $ $ $ ! 9 107 # Chapter Four ! Research Suggestions J & $ # 108 General Conclusion ! " # $ ! % ! $ 110 General Conclusion ! ! & ' & ( ) ) ( 111 Bibliography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ibliography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ibliography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ibliography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ibliography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ibliography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ibliography #; & //- ) ? * - ( #/ / ="$ %& < 2 ?0 ;8 ( -- # '>& - ) * * -)$/ - 9 #// % ? K%=4& - 3 # >& P( >&P / 7 8 ) - ; ( // ( ) G : # 8 8 -9 ) / 5& ; 0 > < #%444& < * ( -- 3 ! ! # " $ % - ( 9 ' & 9 2 G H / - %#5& 6 - 9 , 4 8 / ( 0 * 8 / - #; & ( 2 8 # - 0 - $ ? - - C --3 * 3 "4 #%& 0 = $ " 8 B 8 # #%44 & A > #%& $ %" ''& 9 I E < 0 - )9 C * - / - 0: %'=$%' 9 @ #%4 4& ; ;A! (- 9 ! 0? 29 ( $@ 7 < 8 - * ) )) ) & C ( -- * ! > #%& %"'$% % #%44"& : A - * ) ) - 7 : ! 0 ) 0 // 5K 4 C # ! >& < ; - < ! / ; #%44>& 2 3 A # '"& 2 (- )( 0 (C / 0 * 2 3 ? 2@ 119 ?@0 < 2$8 -- 0 Bibliography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ibliography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ibliography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ibliography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ibliography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ibliography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ibliography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ibliography ; #%44>& ; - - - ) " 5" $5 ' # : / "& -)$A -) -- / / 30 / - 0 3- $ 2 -- : ; # '& $;D ( / /011222 2 D / /- 1 1/ # $5 ='$5& * < * ;D 1 * - 1 3 * D ) ) - #%44'& C ) /-3V 7 ( "# &0 =$ > / ( # ) '& C /- //- 72 3 ; # (# A#( 8 ** -B ) / -& - 2 3 * ) ) - /011 - 2 9 9 1 / / 51 - -> 3- B< 6 - ) ; (< - - 6 3 C : #%44'& ! 3 ; H ! 2 9 -)$;)) < 3 7 - / - 2 H & 5#>& $%4 - - B; # "& 9 ) 2 - & 4= %4>$5 : # ;7 A : * = 99 "& ; * # & ! ( -- 8 : # < #%44"& $= : * 6 # ! $%4 : ! / ) /011 D '=& ; '"& / :1% >>$ ) / - ) F - / - 1 1 >>%'1- - 3 ) ) * - / & 1 * < * % #>& =>'$="5 : ( (3 - # B >& ;* - ;! # & 127 9 //- ! C Bibliography : G - B # "& P * < - ( * < - -0 - P & ' #5& > ) $ > : 2 #%44'& : ( 2 -- : : - - / ! -- 2 7 " :- ? B 2 < #%44>& 9 ( * - * 2 9 / ) 9 * , ) ! 0 6 ;D ( O 2 . < #%44%& 5 # 3$6 #%44=& 9 ( @ -3 #%44'& J @ $ 3 A & < 0 '>$%4" 2 < < )) 6 * %> " $ * A * < " A ! -B4 %"$5% '>& ( 3 0 C < ( -) 0 777 5 5> ! O* //- 3 //- - - 0 # ''& , ) ! 2 8 =" # & =$ = 128 0 ;D/ /- & Appendix ‘A’ Students’ Questionnaire ! % "! & " # $ ' ! ! " & ( ( ( * ) ! # $ ) + ! ! # , ! ! ", , .................................. . / ! " #0 ! ..................................... .. 1 2 ! " ! # $ ) 3 ! ! ! " 4 ! ,# $ ) 5 ! ! , ", , , 6 ! 7 , ", , $ ' ' ' ( ! ! 131 ( Appendix ‘A’ 8 , $ ", $ , $ 9 , ", , , Students’ Questionnaire ! ! ( ! ' & & & & ! *: & , ) ", , 6 ! ! " ** $ ! , ", , , & , *+ $ ! , ", , ) , & , ! " ! ! ! ! !! ! " ! ! */ ; ..................................... ..................................... ...... *1 " ! # ..................................... ..................................... .... 132 Appendix ‘A’ *3 , ", , ) , & , Students’ Questionnaire ! ! ! ! *5 ! ' ' ! ( ! ! ! ! ! ! # # !# *7 & ! < < " (4 ! ,( ; = 2 *8 # # # # ! ! # ..................................... ..................................... ...... 133 Appendix ‘B’ Teachers’ Interview ! " #$ %$ & '( ! )$ ! ! ! * + , ( - . $ + ! 135 Appendix ‘C' Teachers’ Interview Answers ! " $ # # % & " % % % # ' ( % ) * + , , # # # # , ,- # 137 Appendix ‘C' Teachers’ Interview Answers . / 0 # # 1% 1 % ( ! # # % $ 2 & % % ' ) " # * % + # # 3 # 138 . # Appendix ‘C' Teachers’ Interview Answers # , % #( ! . $ 4 % & 0 % % # ' # # ) % # * % + # # # # % 139 Appendix ‘C' Teachers’ Interview Answers . . ! . $ " & # % ' ) . * . . # + # 5 # . # 6 # 140 , Appendix ‘C' Teachers’ Interview Answers 5 # 1 # 1 # 7 . , . ! 4 $ & % . # % 4 ' 7 ) % # # . * + . # 8 1 9 0 ; 141 1 : Appendix ‘C' Teachers’ Interview Answers 4 # . % # 7 = . # < . ! 0 $ # & % # % ' 0 ) # . . % 1 * 8 # + # # 142 9 1# . Appendix ‘C' Teachers’ Interview Answers % , % # #( # !$ 7 # > . ! " % $ 8 # # & . ' . ) . # % * + > 7 # # # # # 143 # Appendix 'D' Classroom Observation ! # $ 145 " %& : ‫ا‬ ‫تا‬ ‫ا‬ ‫ا‬ ‫ا‬ ‫أھ ا‬ ‫"ء‬# ‫ ا‬$ % ‫ف ھ ا ا )(' إ‬ @ ‫ و ا‬.:%> ‫ ا‬/0 =‫ر‬ < ‫ وذ‬7 8 ‫ ا‬9 ‫ ا‬: ; /0 ) 2 ‫ ز دة ر*) ا‬/0 1 2 ‫ ذ و ا‬56‫ا‬ A ‫ ا ز= ي‬C‫ و أ‬1D‫ ا = "ر إ زر‬،‫ و‬C ( F ‫" ت‬8 G /0 H H ‫ ا‬% ‫ ة ا‬F IF 5‫ا را‬ ./0 J 5‫(' إ‬ : C 5‫ درا‬، ) 2 ‫ ر*) ا‬، 7 8 ‫ ا‬9 ‫ ا‬: ; ، ‫ا‬ ‫ ا‬،1 2 ‫ ذ و ا‬56‫ا‬ / ‫ تا‬J‫ا‬ ‫ا‬K ‫ا‬ . C Résumé en Français: La présente recherche vise à éclairer l’importance des émotions positives qui sont l’effet des relations positives entre les professeurs et les élèves dans la participation active de ces derniers dans l’apprentissage de la langue Anglaise. Ainsi, une étude de cas a été mise en exécution avec les élèves de troisième année secondaire aux lycées Maliha Hammidou, Dr. Benzerdjeb et Ahmed Benzekri dans une recherche d’exploration. Mots clés : Relations positives entre les Professeurs et les élèves, Emotions Positives, Apprentissage de la langue Anglaise, Participation active des élèves, Etude de cas. Summary in English: The present investigation, in fact, aims at shedding light on the importance of positive emotions resulted from positive teacherwstudent interactions in enhancing students’ involvement in their English language learning. A case study, thus, was carried out with third year secondary school students at Maliha Hammidou, Dr. Benzerdjeb, and Ahmed Benzekri schools within an exploratory research. Key words: Positive teacherwstudent interactions, Positive emotions, English language learning, Students’ involvement, Case study. ! ! " ! # $ ! ! ! % ! ! " ! ! ! ! $ & ! ' ! ! ! 1 ! ! ( ! ! ! ! " ! ! ) * " ! ! ( ! ! ! ! ! ! ! ! +&) + ! ) , ! ! ' " ! " ! ! " ! ! 2 ! ! ! ( ) - , ! ! " " ! ! . ! ( (! ! ) ' ! ! - ( ! ' / ' . ! 0 / ! ( / ! ! ( ! ! ! ' ! ! - 0 % / ! ! ! ( ! ! " 3 ! ! 1 ! 1 ! ! . + ! ) ) " $ ! ' ! ! ! ' 2 3. ! & ' ! ' ! 2 ( ! ! ! ! ! ! % ! ( ! ! ! ! ! ( ! ) ! ! ! ! ! 4 ! ! ' ( ! 2 2 ( ! ! ! ! " " ( ! ! ! ( 2 " ! ( 2 ! ! ! ! ! ! 2 " ( ! ! ( ) ' ! " ! " ! ( ' ( ! ! ! 2 ! 5 ! ! ( ! ! ! ! ' ! 2 ( ! ! ! ! ( ! " ! 2 4 ' ! ( ! ! ! ! ! ! 2 ( ! ! ! ! ! ! ( 6 2 ! ( ( ( ! ! ! ! ( ) 2 ! ! ! ! 2 ( 5 ! ! 6 2 2 ( ! ! ! ! ! ! ) ! ! ! 7 ) ! 2 ( ) ! ! ! ! ( " ! ! ) ! ! 2 0 ! 2 ( 7 2 ! ' ! ' 2 0 ! ! ( ! " " 8 ! " " ! ( "5 9 96 " " ( ! ! ! " 4 ! ! " ! 5: ;<<=6 4 & ! ! ! ! 2 ! ! 8 " 2 2 2 5 2 * 6 ! ! ! " 1 2 ! 2 5 6 5 9 96 0 ! * $ ! ! ! 2 ! " ! 5 " ;<<>6 $ ! ! ! " ! ( 2 2 ( ( " 50 9>>96 , 59>><6 ! ! ( ( ( ? ! 2 ! 59>>;6 " ! ! 9 ? ! ! 59>>;6 ' ! , " ! " ( 4 % $ ! ! ! 59>>=6 ! ! ! ) ! " ! ! ! 0 ! ! ! 1 ! ! ! ! 5 ;<<<6 ! ! ) ( ! ) ( " 10 . ! 5;<<>6 ! ) ! 0 ! ! ! ( ! : & 2 ! 2 ( ! 1 ( 2 4 ! ! ) ! 2 2 ! ! ! $ ( 59>@;6 2 ) 2 2 ! ! ( . 2 ! 59>>>6 5 ! 6 2 ! -AA A A ! A A A ! A A A BA A ! 2 ( ! ! 11 ( 2 ! ) ! ( ! 2 $ 59>C>6 2 ! 4 ! ! ( ! ) : 1 59>>96 ! ( % ! 2 ! ! " ! ! " 5& ! ' " ;<<D6 & ! # ! ! ) 5 ! 6 ! ! ' 12 ! ! ' ! ! ) ! ( ! ! ! ( 2 ! ! ! $ ! ( ! ( 2 ! ! ( 5$ ! ;<<<6 ! ! 8 E & 51 1 E 9>>D % ;<<< 9>>;6 ! ! ! 5 2 6 ) " " " 5#" E& 9>>F6 ) : 13 1 59>>96 2 ! ! ! 2 , ! ! ! ! ) 51 ! ;<9<6 8 ( ! ' 1 5? 9>>= ;<9<6 ? ! 4 ! ! " " ! ! ! ! 8 ! . " ( ! ! :! ! ! " $ ! 4 ! ! ! 0 ' ( ! ! ! 14 !

RELATED PAPERS

Turystyka Kulturowa

Materiały z VIII ForumPilotażu i Przewodnictwa. Problematyka deregulacji zawodu pilota wycieczek i przewodnika turystycznego

2013 •

Zygmunt Kruczek

View PDF
Lehrer:innenbildung für nachhaltige Entwicklung: Ein Überblick über ein aufstrebendes Forschungsgebiet

2024 •

Marco Rieckmann

View PDF

Evidence for Self-Medication

Dexibuprofen – portrét léčiva

Jan Kyselovic

View PDF

Iranian Rehabilitation Journal

Predicting Psychological Well-being Based on Psychosocial Factors in Deaf and Hard-of-hearing Adolescents

2024 •

Iranian Rehabilitation Journal (IRJ)

View PDF

DOAJ (DOAJ: Directory of Open Access Journals)

A Plataformização Do Trabalho Jornalístico: Dimensões, Regime De Publicação e Agenda De Pesquisa

2021 •

JOAO AUGUSTO MOLIANI

View PDF

Indian journal of forensic and community medicine

Getting the better understanding of truth: Diving into the polygraph test

2023 •

Anshuman V Ramani

View PDF

The American Journal of Sports Medicine

Quantitative Assessment of In Vivo Human Anterior Cruciate Ligament Autograft Remodeling: A 3-Dimensional UTE-T2* Imaging Study

2020 •

Ponnada Narayana

View PDF
Early research trends on ChatGPT: a review based on Altmetrics and science mapping analysis

Prema Nedungadi

View PDF

Contemporary Sociology

Venice: A Contested Bohemia in Los Angeles

2015 •

Joel Devine

View PDF

The Journal of craniofacial surgery

The misdiagnosis of craniosynostosis as deformational plagiocephaly

2008 •

John Persing

View PDF
As bases farmacológicas dos cuidados farmacêuticos: o caso dos AINEs

Margarida Caramona

View PDF
PENGARUH PEMBERIAN EKSTRAK BELIMBING WULUH(Averrhoa Bilimbi L.) TERHADAP KADAR TESTOSTERONBEBAS DAN LIBIDO TIKUS JANTAN GALUR WISTAR

2006 •

rati nandari

View PDF

Obesity Facts

Predictors of Dropout by Female Obese Patients Treated with a Group Cognitive Behavioral Therapy to Promote Weight Loss

2016 •

Gen Komaki

View PDF

Applied Geochemistry

Altered nature of terrestrial organic matter transferred to aquatic systems following deforestation in the Amazon

2017 •

Marc Lucotte

View PDF

RELATED TOPICS

Tutoring