Thème :
Using Online Platforms to Strengthen EFL Classroom Instruction
Présentation :
In the era of technology, online platforms are becoming more and more prevalent in fulfilling English as a foreign language (EFL) learners’ language needs. Current studies investigating the benefits of online platforms on EFL students’ language skills reported that these platforms foster students’ language skills as well as concentration and promote learning autonomy (Al-Bogami, 2022). Contemporary research is calling for the need to intertwine online platforms and regular classes (Haleem et al., 2022). This is mainly because online platforms foster autonomous learning by giving students freedom of choice regarding input and the learning mode and style that teachers in the classroom context control (Muhammad, 2020). This study is based on the following questions: 1) How can online platforms benefit students and teachers? 2) How can online platforms be used in parallel with regular classrooms? In a broad sense, this study aims to account for foreign language theories and online learning. In a narrow sense, and to answer the research questions, we aim to conduct a systematic qualitative review on using online platforms to fortify EFL classroom instruction. Findings indicate that online platforms can provide EFL students with comprehensible input, which, if well implemented, will add to the quality of EFL instruction. Hence, in its concluding part, the paper offers recommendations for EFL instructors on using online platforms to back up EFL classroom instruction.
Thème :
The Role of Social Media Educational Channels in Promoting EFL Independent
Learning
Présentation :
Technology touches the learners’ lives in a considerate way. Students are driven to develop autonomous learning as they live in a digital era where, due to technology, language learning is no longer restricted to the four walls of the classroom. Social media platforms such as Facebook, YouTube, Instagram, and TikTok significantly affect language learning. A recent study stated that students who regularly use various English media could acquire the language better than those who rely only on the study programs inside the classrooms (Trang, 2022). Therefore, the present paper seeks to provide a theoretical contribution by reviewing the literature on autonomy in language learning and focusing on technology as a potent agent in fostering independent learning. This paper also aims to provide a practical contribution by recording EFL students’ take on different educational channels and exploring their effectiveness in enhancing students’ autonomous learning of English. Therefore, employing a quantitative data-gathering tool, we aim to conduct a questionnaire with two groups of first-year students at the English department at Badji Mokhtar University- Annaba. Results reveal that most EFL students learn English autonomously and rely on English educational channels to develop their level. Findings also reflect that YouTube is widely used among EFL students and considered an educational tool. Furthermore, students report that YouTube English educational channels give simple explanations compared to the teachers’ clarifications in class, facilitating learning anytime and anywhere. This paper concludes by providing recommendations for EFL teachers and students to foster autonomous EFL learning.
Thème :
Investigating EFL Teachers’ Perspective on the Challenges of Distance Language Education
Présentation :
Distance education is a mode of teaching and learning where teachers, students and peers meet in virtual classrooms through different online platforms such as Moodle, e-learning, Sanako, Google Meet, and Zoom. In fact, before the coronavirus outbreak in 2019, distance education was rarely referred to in higher education in Algeria. However, interest in online education reached its peak during the pandemic era. Therefore, fostering remote education is the priority of the Algerian ministry of higher education agenda. A recent study stated that online education is challenging (Erarslan, 2021). Poor internet quality, lack of online educational tools, and lack of information and technology tools literacy are among the challenges teachers and students face in online education. This paper aims to investigate the issues that teachers face in remote education. Hence, it aims to provide a theoretical contribution by reviewing the definition and means of online education and its benefits. The present paper also seeks to provide a practical contribution by reflecting on Algerian university teachers’ experience with distance education. Therefore, employing a qualitative research method, a semi-structured interview was conducted with nine teachers at the department of the English language and letters at Badji Mokhtar University- Annaba. Results reveal that English as a foreign language (EFL) teachers report poor internet quality, lack of motivation on the part of students, and lack of knowledge about online teaching and assessment, among the issues that hinder effective distance education. In this respect, in its concluding part, this paper provides some recommendations for overcoming distance education challenges.
Thème :
Investigating EAP Courses in the Field of Humanities and Social Sciences
Présentation :
Teaching English for academic purposes (EAP), often considered a sub-discipline within English for specific purposes (ESP), knew a growing interest worldwide. EAP courses provide students with the appropriate skills and competencies (Zaščerinska, 2010). Therefore, EAP focuses on facilitating students’ language, study, and research skills (Hamp-Lyons, 2001). In the field of humanities and social sciences, English is receiving increasing interest in Algerian universities. This is mainly because EAP is influential in improving students’ language skills and preparing them for future academic and professional tasks. This study seeks to provide a theoretical contribution by dealing with teaching language skills in EAP and its status in Algeria. The present study also aims to provide a practical contribution by investigating EAP courses in the humanities and social sciences field at Badji Mokhtar university-Annaba. To achieve this aim, and using a descriptive mixed research method, we aim to describe the content of EAP courses in three different departments: psychology, philosophy, and history at Badji Mokhtar university- Annaba. Furthermore, employing a questionnaire, we seek to record second-year students’ take on EAP courses in the respective departments. Results indicate that the EAP syllabi and course objectives are not tailored to meet students’ needs and offer neither stimulating nor authentic language activities. In addition, students describe their English courses as academically irrelevant and insufficient. Therefore, in its concluding part, this paper will provide recommendations for EAP material designers and practitioners.
Thème :
Information Technology Tools’ Impact on Students’ Speaking Skills
Présentation :
The sudden coronavirus outbreak in 2019 greatly influenced all aspects of life worldwide. Education took its share of this impact as teaching/learning experiences showed a sharp shift from face-to-face to online education. During the pandemic, information technologies were the only means of distance education. Being no exception, the Algerian universities were obliged to refer to remote education; different online platforms were used in lecturing and learning, including Sanako, Moodle, Zoom, Google Meet, and even social media platforms such as Facebook, Messenger, Telegram, and YouTube. A recent study found that online teaching/ learning the English language during the first year of the pandemic was challenging (Erarslan, 2021; Alsaleem, 2022). Nevertheless, new research reported that technological tools and platforms during covid-19 positively affected English as a foreign language (EFL) students’ speaking skills (Chiablaem, 2021; Pinatih et al., 2021; Nguyen & Pham, 2022). In a broad sense, the present paper aims to spotlight the challenges and benefits of employing information technologies in EFL online classrooms. In a narrow sense, this paper investigates the impact of information technology on EFL students’ speaking skills during the pandemic era. To this end, using a questionnaire, we aim to reflect on EFL students’ take on and experience with information technology during COVID-19 and its impact on their speaking skills. Results indicate that although using information technology during the pandemic era was challenging for EFL students, it positively affected their speaking skills. Therefore, from an educational perspective, the COVID-19 period opened teachers’/learners’ eyes to different educational, technological tools.
Thème :
Mind Mapping as a Reading Comprehension Technique
Présentation :
Promoting English as a foreign language (EFL) students' reading ability has always been one of the main concerns of EFL teachers, who aim to help their students master the needed skills to use what they read. Nuttall (2005) defines reading as a process with one ultimate goal: getting meaning. Nevertheless, students still find reading or comprehending a foreign language (FL) text a serious challenge. Most EFL students may be regarded as poor readers; they cannot understand texts, embrace the main ideas, or remember and organize what they have read. This leads teachers to look for and implement new ways and strategies to promote reading skills. To this end, mind mapping, which includes different visual frameworks like charts, figures, or diagrams (Buzan, 2007), can promote students' reading comprehension (Hillar, 2012; San Rizqiya, 2013; Malekzadeh & Bayat, 2015). In a broad sense, the present paper aims to deal with the benefits of adopting the mind mapping technique in teaching/learning reading comprehension. In a broad sense, this paper seeks to provide an overview of the mind-mapping technique as a reading comprehension tool. Therefore, using a systematic qualitative review, we aim to compare the findings of previous studies to determine the effectiveness of mind mapping as a reading comprehension technique. Results indicate that mind mapping is a wroth adopting technique.
Thème :
Mind-mapping Technique Impact on EFL Students’ Reading Comprehension: Experimental Study of First Year Students at the English Department Badji Mokhtar University –Annaba-
Présentation :
This research aims to study the impact of the mind-mapping technique on students‟ reading comprehension. To achieve this aim, an action research based on an experimental method was conducted with two first-year groups of students of English as a Foreign Language at the University Badji Mokhtar - Annaba. The research is based on three hypotheses. The first hypothesis is that the Text Study module teachers use mind-mapping to teach reading comprehension. Second, English students use different techniques based on linear note-taking to understand written English. The third hypothesis is that the integration of mind-mapping leaves a positive perception among English language students and promotes reading comprehension. To test the validity of these hypotheses, the research combined qualitative and quantitative approaches to data collection and analysis. Qualitative data were collected using questionnaires targeting Text Study teachers to examine their perceptions regarding mind-mapping, and quantitative data were gathered through pre- and post-questionnaires, pre and post-tests administered to students to assess their written comprehension, and an experiment that was implemented with an experimental group to be compared with a control group. The results revealed that, although English students have favorably adopted mind-mapping, which has proven to affect their perception of reading English texts and their level of written comprehension, Text Study teachers refrain from mind-mapping and use linear practice to teach written comprehension. This research presents in its concluding part a guide to help teachers of this subject to implement the technique of mind-mapping in teaching written comprehension to students of English as a foreign language.