Why Algerian students struggle to achieve in English Literature: an appraisal of possible root causes

Bouazid, Tayeb; Roux, Cheryl Sheila Le

doi:10.1080/13562517.2014.934341

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…It is to say that although teachers' attitude can foster pupils' willingness to enroll in a course or to use L2 to communicate, this does not always directly imply high development of skills (Byun, 2013;Zarrinabadi, 2014). Even though building an English course in accordance with the needs of a specific population of students can support their knowledge and abilities (Greenfader, Brouilette and Farkas, 2015;Stanat et al, 2012), lack of planning and inappropriate teaching strategies can cause a drop in L2 proficiency (Bouazid and Le Roux, 2014). In the same vein, Jodaei et al (2018) discovered that despite of high initial motivation, students demonstrated a great motivational decline by the end of an English course, finding that situation-specific factors (e.g.…”

Section: Discussionmentioning

confidence: 99%

Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

Cocca

2019

ERIES Journal

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English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students' achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native speakers and their perception of the quality of the English course. Secondly, instrumental orientation, motivational intensity, attitude towards learning English, and students' perception of the quality of the English course were found to be the predictors of achievement. Thus, creating a culturally enriching in-class environment based on student-centered strategies could impact on pupils' proficiency more than teachers' teaching abilities and in-class attitude.

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Section: Discussionmentioning

confidence: 99%

Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

Cocca

2019

ERIES Journal

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“…English language teachers should understand how their current teaching beliefs and practices mesh with indigenous cultural approaches to teaching and learning in order to develop appropriate, culturally informed pedagogies for students [1,2]. Teachers’ examination of their personal beliefs is especially important in areas where Eastern and Western cultures and ideologies mix on a regular basis, such as in Macau, China.…”

Section: Introductionmentioning

confidence: 99%

The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry

Santos

2018

Brain Sciences

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The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom teachers in a learning community who believe in collaborating to create environments for best practices. Two main research questions guided this study: (1) What is the relationship between teachers’ personal belief systems and their classroom practice; and (2) How does a teacher’s educational experience as a K-12 student affect their pedagogy in an adult English language learning program? Three types of data collection methods were employed: interview, classroom observation, and field note taking. The findings showed that teachers utilize their personal belief systems to engage their students through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This study contributed to personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influenced their understanding of teaching and their classroom practices.

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Introducing Algerian Historical, Sociolinguistic and Glotto-Political Dynamics

Bouherar

Ghafsi

2021

Algerian Languages in Education

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Why Algerian students struggle to achieve in English Literature: an appraisal of possible root causes

Cited by 4 publications

References 8 publications

Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry

Introducing Algerian Historical, Sociolinguistic and Glotto-Political Dynamics

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