The Iraqi EFL College Instructors' use of Strategies Promoting Active Learning

Abstract

The rapid developments and the huge accumulation of information and technology have many applications in many fields and at all levels of education. Consequently, at college, there is a need to prepare students with a high level of competence and this surely required engaging them actively in the learning process. The failure of students’ active engagement may be due to college instructors’ “over-reliance” on lecturing as a method of teaching. The aims of the study are to evaluate the use of strategies that promote active learning (AL) by Iraqi EFL college instructors and to identify the difference among instructors according to sex. The population of the study is EFL college instructors at Al- Mustansiryah and Baghdad universities during the academic year2010-2011. The sample consists of 48 instructors. The instrument of the study is a questionnaire which contains 74 items classified into four categories: cognitive, metacoginitve , communication, and socio-affective. After gaining the validity and reliability of the questionnaire, it was delivered to the sample of the study. The results show that:1-most of AL strategies are not acceptably used by Iraqi EFL instructors.2-sex is not an effective variable that affect the use of AL strategies. In the light of the obtained results, some conclusions, recommendations, and suggestions for further studies are drawn.Chapter one: Introduction1.1The Statement of the Problem1.2Aims of the Study1.3Hypotheses1.4Limits of the Study1.5Definitions of Basic TermsChapter two: Literature Review and Previous Studies:2.1Theoretical Background of Active Learning2.1.1 The Psychological Bases of Active Learning2.1.2 The Principle of Active Learning 2.1.3Learning Strategies2.1.4 Active Learning Strategies2.2 Previous StudiesChapter three: Procedures3.1 Population and Sample3.2 The Instrument (the questionnaire)3.2.1 Questionnaire Validity3 .2.2 Questionnaire Reliability3.2.3 The Administration of the Questionnaire3.2.4 Scoring Scheme3.3 Statistical MeansChapter four: Results and Interpretations:4.1Presentation of the Results4.2 Interpretation of the ResultsChapter five: Conclusions, Recommendations and Suggestions for Further Studies5.1 Conclusions5.2 Recommendations5.3 Suggestions for Further StudiesBibilographyAppendicesList of AbbreviationsALActive LearningEFLEnglish as a Foreign LanguageTEFLTeaching English as a Foreign Language