Promoting the teaching of the research methodology course to the undergraduate third year EFL students at Batna 2 University Using interactive methods.

Abstract

Upgrading the quality of students' learning at higher education continues to focus more on finding ways and means to involve students in their learning process. This research study intends to help improve the teaching of research methodology course at the undergraduate level. Its focus is developing students' knowledge of research methodology (KRM), research skills (RS) and positive attitudes toward research by adopting more interactive teaching methods (ITM) through tutoring teaching strategy. At the department of English language and literature, Batna 2 University, quantitative and qualitative data were collected by adopting a descriptive and quasiexperimental design. Hence, data were gathered from: questionnaires (3 teachers and 58 students); Focus group discussions (2 teachers and 18 students); pretests and posttests (control group (28) and experimental groups (30)); classroom observation (experimental group); group evaluation forms (experimental group); and a post-experiment questionnaire (experimental group). After analyzing these data through both statistical and document analysis techniques, results proved that students who received the treatment, interactive tutorials, showed significant research methodology knowledge and skills development. In addition, students developed more positive attitudes toward research. This study strongly recommends embracing the interactive teaching model for the research methodology course and other courses in the English as a foreign language program. Results of this study add to the body of research supporting interactive teaching methods, tutoring, and the research on research methodology pedagogy.