1,720,962 research outputs found
ICTs Use on Linguistic Change and Identity
No full textAbstractLanguage dynamics are related to an important set of factors – age, gender, history, geography – and as well to new means of communication used in daily life. With the extensive use of new technologies, and the implementation of the latest approaches dealing with learning and understanding, Information and Communication Technologies (ICTs), have become one of the necessities of modern learning and communication. Even in developing countries like Algeria, Tunisia, and Egypt, these technologies have overwhelmed schools, colleges and universities. The issues addressed in this paper concern primarily understanding lexical innovation in the speech of Algerian Oran teenagers spoken variety, and how the use of ICTs influence their understanding and learning. This will contribute to language innovation and change, semantically and pragmatically in use throughout society, more specifically at the impact of ICTs usage and integrationist approaches to language in the current linguistic market
EFL TEACHERS ATTITUDES ON GENDER DIFFERENCES IN SCHOOL ACHIEVEMENTS
Full text linkThis work assesses the perspectives of teachers on pupils classroom performance in a foreign language. Its objectives target to discover the challenges that educators face in teaching English. English is a foreign language that teachers encounter difficulties to teach especially to a population whereby their linguistic background does not help in using the language properly. In this prospect, our research questions search for the obstacles that hinder the teachers of English from receiving a positive feedback from their pupils performance. As a research tool, a questionnaire is handed to forty six teachers in Tissemsilt-Algeria. The results exhibit weaknesses in dealing with pupils especially in using the language in an oral or a written task, besides the violent behaviour of males in the classroom which represents a hindrance for educators to manage the classroom, communicate and teach effectively
EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study
Full text linkGlocalization is the practice of combining global and local approaches. In English language teaching, it involves adapting materials to reflect the students’ local environment while still equipping them with intercultural communication skills. Nevertheless, it is a phenomenon that teachers are unfamiliar with in many parts of the world. Guided by glocalization research, this study aims to study the teaching practices of university instructors of English as a foreign language (EFL) in Yemen, Algeria, and France, as well as their attitudes towards glocalization. A mixed-methods approach was adopted, including both a questionnaire addressed to 78 teachers and interviews with a select group of 21 EFL professors and instructors working in the three countries, to understand and analyze their use of a glocalized approach for teaching EFL. The results revealed that EFL teachers in all three countries recognized the importance of applying a glocalized approach in their classrooms and used a variety of strategies, technologies, and materials to implement it. Finally, the study found no significant differences in the attitudes of EFL teachers in Yemen, Algeria, and France towards adopting glocalized approaches. Still, some noticeable differences can be observed, particularly in how teachers in the different countries glocalized their classrooms. French participants, for example, focused on the types of documents studied in class and how they were selected, while the Algerian and Yemeni participants focused their comments on their general strategies. This study highlights the awareness of EFL teachers of the importance of including local values while teaching a foreign language to their students
The Reshaping of Language Learning Motivation during COVID-19-imposed Distance Learning
No full textInternational audienceLanguage learning motivation (LLM) has been a major focus in research over the last decades, though it remains difficult to define and measure. Some study LLM as a binary phenomenon, with certain learner orientations, such as extrinsic motivation, being at odds with others, such as intrinsic motivation. More recently, the general tendency has been to study LLM as a dynamic phenomenon, subject to frequent changes based on innumerable factors, including and especially the learning environment itself. The COVID-19 pandemic and the large-scale imposition of online learning constituted a major change in the learning environment for students around the world, causing students and teachers to rethink their attitudes and habits regarding language learning. This paper offers a rigorous analysis of recent LLM research to understand how online learning impacted language courses. The study revealed an increased focus on the learning environment, autonomous learning, and innovation in teaching practice. Conclusions show that, even as we return to in-person instruction, the pandemic’s long-term impact on language learning can already be seen
Feminisation of Schooling: Understanding the Detraditionalized Gender
Full text linkThe present study examines the shift of gender roles at school. It studies the extent to which detraditionalization co-exists in the educational context. It is believed that male pupils are obliged to embrace feminine features to be accepted in society. In this regard, our main issue in this work assesses whether, in the classroom, girls and boys are equally prominent and the extent to which there is a displacement of power relations. Nowadays, schools are being feminized, whereby females outnumber males. A triangulation method is employed in this enquiry: the observation, an interview and a questionnaire. 80 pupils from Mohamed Boudhiaf secondary school (47 girls and 33 boys) were selected for this study. To sum up, males are victimized by feminising cultures in which the feminine is enhanced whereas the masculine is worsened. Gender equilibrium is required at school in order for high educational outcomes to be achieved
The reshaping of language learning motivation during Covid-19-imposed distance learning
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Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes
No full textResearch objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities.
Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only.
A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023.
Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time.
Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language
Exploring the challenges & benefits of MOOCs as an innovative, pedagogical model in higher education.
No full textInternational audienceThe use of different digital applications in higher education has been on the rise for many years now, largely to the benefit of student learning. These new educational trends provide learners with a convenient alternative, or complement to traditional classrooms. To this effect, Massive Open Online Courses (MOOCs) have been adopted to meet learners' needs in higher education, serving as an innovative pedagogical model with three main dimensions: the provider (what is offered), the learners (who), and the process (how). Ideally, they take students through the developmental stage of problem-solving and help them implement new methods or skills to continue learning. With a good internet connection, learners can develop their knowledge and qualifications from anywhere in the world. This report seeks to understand how MOOCs have transformed learning with a focus on university-level education. The paper provides a thorough review of recent research in MOOC implementation, including articles from 2013 to 2024, and analyzing them from a pedagogical perspective. Through a thematic literature review, the researchers explored the challenges and benefits of MOOCs for teachers and learners. The analysis shows that while MOOCs provide numerous benefits, such as self-paced learning and innovative ways for grappling with new materials, several considerations are necessary to maximize their potential
STUDENTS OF ENGLISH IN ALGERIAN UNIVERSITY AND THEIR PERSPECTIVES OF EMPLOYABILITY AFTER GRADUATION
Full text linkSuccess at university requires achieving a high degree; however, after university, it is perceived through the achievement of financial satisfaction. This investigative work examines the students perspectives of their professional careers after graduation from university. Our objective is to see the extent to which students are prepared to insert in the professional life. A questionnaire is used as an instrument in this enquiry to fifty five students at the University of Ibn Khaldoun- Tiaret. The results reveal that students are not fully qualified to take part in the state service and they fear unemployment due to the lack of job opportunities, the latter is believed to be caused by the large number of university graduates. For this, reviewing the admission of students at university is compulsory, that is to say, reducing the number of bachelors by accepting only competent learners and then providing a job opportunity for each graduate respectively on the basis of their potential
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