Teachers’ and Students’ Attitudes towards Using Interactive Platforms in Teaching Collocations among Third-year EFL Students at Khenchela University

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dc.contributor.authorDjermouneAhlem - Mokhnachi Wiam
dc.date.accessioned2024-07-10T07:44:04Z
dc.date.available2024-07-10T07:44:04Z
dc.date.issued2024
dc.description.abstractAbstract This piece of research is a discriptive study the main of which is to investigate learners’ and teachers’ attitudes and perceptions about using interactive platforms in teaching collocations at Abbes Laghrour University of Khenchela. In order to tackle this issue , a questionnaire utilized as a research tool .The questionnaires is used to collect data from a sample of 70 EFL third year students’ and 05 teachers from the Departement of English Language at the university of Khenchela . On the basis of the results of the questionnaires, The research indicates that employing a variety of methods is necessary to cater to the varying levels of confidence and experience among learners. Incorporating diverse interactive activities can accommodate different learning styles and preferences, with collaborative learning and peer interaction being crucial for enhancing comprehension and memory retention. Concerning teachers' utilization of interactive platforms for teaching collocation, there were differing opinions. While many educators endorse their effectiveness, some have reservations. The range of preferences for platforms such as Google Meet and Zoom is intriguing, especially considering students' overall preference for interactive learning platforms. Conducting experiments to evaluate their effectiveness compared to traditional methods could offer valuable insights. Key words: Interactive platforms,Collocations, Teaching, EFL students, Attiudes
dc.identifier.urihttp://dspace.univ-khenchela.dz:4000/handle/123456789/5855
dc.language.isoen
dc.publisherUniversity of ‘Abbes Laghrour’ Khenchela
dc.titleTeachers’ and Students’ Attitudes towards Using Interactive Platforms in Teaching Collocations among Third-year EFL Students at Khenchela University
dc.typeThesis
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