<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rabhi, Hichem</style></author><author><style face="normal" font="default" size="100%">Benboulaid, Charif</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The Algerian Efl Learners&amp;rsquo; Disposition Towards The Use Of Collaborative Learning As A Means To Promote Learner Autonomy</style></title><secondary-title><style face="normal" font="default" size="100%">افاق للعلوم</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.asjp.cerist.dz/en/article/199935</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><pages><style face="normal" font="default" size="100%">09-28</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p style=&quot;text-align: justify;&quot;&gt;
	This paper seeks to explore the Algerian EFL learners’ beliefs about, and attitudes towards, promoting Learner Autonomy (LA) via the implementation of Collaborative Learning (CL) as a teaching method. The study was carried out at the Department of English of Mostefa Benboulaid Batna 2 University during the academic year 2018-2019. To meet the paper’s objectives, a quantitative approach was opted for where an adapted questionnaire was administered to the first-year students. The overall results revealed the positive disposition of the Algerian EFL learners towards the use of the CL teaching method as a channel to develop their autonomy.
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