Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

Bouhania, Bachir

doi:10.24093/awej/vol11no3.38

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…Since its inception into Algerian education, several English teaching approaches have been employed in response to the changes taking place across the globe (Benadla, 2013; Mami, 2013). The most recent approaches are the communicative approach and the Competency-based Approach (CBA).…”

Section: Literature Reviewmentioning

confidence: 99%

Reconsidering the Use of L1 in the Algerian EFL Classroom

Khelalfa,

Kellil

2023

Sage Open

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There has been a considerable shift in opinion in recent years concerning the use of language learners’ first language (L1) in the teaching and learning of the second language (L2). Recent research has revealed that L1 use is less problematic than once believed. That research, however, has yet to consider the multiple contextual factors affecting L1 use, notably in the Algerian context. The current study explored beliefs held by Algerian teachers of English as a Foreign Language (EFL) concerning the use of learners’ L1 with the aim of comparing these beliefs with expected language teaching practices established by the country’s teaching policy. A questionnaire was distributed to 219 EFL teachers across three academic levels and six categories of teaching experience. The results revealed that teachers often felt neutral toward the use of L1 or considered L1 as a vital element in certain L2 teaching/ learning practices. Additionally, these results remained consistent when analyzed by teachers’ academic level, gender, and years of teaching experience, indicating that learning circumstances hold little to no importance in determining the role of L1 in the Algerian L2 classroom. These findings stand in stark contrast to the “strictly-no-L1” policy set by the country’s education system. Based on these findings, it is recommended that perhaps the country’s educational framework should be reconsidered to meet teachers’ and learners’ needs.

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Section: Literature Reviewmentioning

confidence: 99%

Reconsidering the Use of L1 in the Algerian EFL Classroom

Khelalfa,

Kellil

2023

Sage Open

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“…After the application of this reform, English was inaugurated in the first year of middle school which enabled learners to encounter the language for seven years in total; amongst are four in middle school and three in high school (Chelli, 2011). Amid the English inauguration, the Ministry of Higher Education decided to implement the Competency-Based Approach (CBA) as an approach to teaching English (Benadla, 2012). The CBA approach was viewed as an effective method by many (e.g., Benadla, 2012;Chelli, 2011) and criticized by others (e.g., Mirza, 2016) because of the logistic and demographic criteria of the Algerian classroom.…”

Section: Introductionmentioning

confidence: 99%

“…Amid the English inauguration, the Ministry of Higher Education decided to implement the Competency-Based Approach (CBA) as an approach to teaching English (Benadla, 2012). The CBA approach was viewed as an effective method by many (e.g., Benadla, 2012;Chelli, 2011) and criticized by others (e.g., Mirza, 2016) because of the logistic and demographic criteria of the Algerian classroom.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Challenges with the English-blended Instruction: The Case of Teachers from Tlemcen and Biskra University

2023

International Conference Proceedings CEMEERS-23b, IASET-23, FBESR-23 &Amp; LEHSS-23 Nov. 23-24, 2023 Istanbul (Turkey)

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The present study discusses the problems challenging the success of the English-blended instruction program in Algeria. The study focuses on the problems related to student-teachers' abstention from attending the English training program at the CEIL centers in Tlemcen and Biskra universities. To address this problem, the study follows a qualitative research method design that relies on the contribution of six student teachers through semi-structured interviews and unstructured interviews with three teachers of the program to collect data on the number of program attendees. The study concludes that student teachers abstain from attending English language classes due to three main reasons: 1) the inconvenience of planning and scheduling the language classes; 2) the proficiency level of the student teachers and their placement in language classes; and 3) the negative attitudes of student teachers toward the training program and the EMI reform. The findings of the study imply that there would be jeopardy to the success of English-blended instruction in Algerian universities.

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Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

Cited by 2 publications

References 4 publications

Reconsidering the Use of L1 in the Algerian EFL Classroom

Reconsidering the Use of L1 in the Algerian EFL Classroom

Teachers’ Challenges with the English-blended Instruction: The Case of Teachers from Tlemcen and Biskra University

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