WELCOMING NOTE
Welcome to the First International Conference on Preparing Learners for 21st Century Competencies and
Skills organised by the Department of English Language and Literature of Larbi Tebessi University. It is
our honour to host distinguished leading professors and doctors whose main interests are: educational
psychology, EFL writing, assessment, collaboration, learning environments, ICTs and creativity in EFL.
It is also our great pleasure to host scholars, academics, teachers and students to present their research
works in order to share insights and experiences and to gather together to discuss and debate issues of
common interests mainly the most recent innovations and trends about teaching, and to develop learners’
competencies and skills of this century.
We are delightedly thankful for the distinguished professors who were charitable in reviewing an endless
number of anonymous abstracts from which they selected outstanding ones, and in doing us the honor of
physically attending the conference. They are Pr. Abdelhak ELAGGOUNE, Pr. Abdelhak NEMOUCHI,
Pr. Mohamed Saleh NEDJAI, Dr. Mhamed KRIFA, Dr. Nacer-Eddine BEN-ABDALLAH, Dr. Nashwa
SOLIEMAN, Dr. Nesrine GHAOUAR, and Dr. Radia GUERZA.
During your two-day participation at the conference, you will have access to honorary speeches led by
eminent professors: Pr. Mohamed Saleh NEDJAI and Pr. Abdelhak ELAGGOUNE, plenaries presented by
Doctorate holders, and parallel academic workshops presented by doctoral researchers and moderated by
experienced academics in the field.
We hope you benefit from the conference, and you enjoy your stay in Tebessa
Regards,
Conference organisers
DAY 1 2
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Integrating Critical Thinking
and Problem-Solving as
Fundamental Practices in the
Teaching/Learning Process
Prof. Mohammed-Salah
NEDJAЇ
University of Batna-2
Abstract
Rigorous, rational, and scientific thinking and reasoning, along with
problem-solving oriented strategies are fundamental practices in the
teaching/learning process. They lead to cultivating the critical mind
that questions knowledge instead of taking it for granted. This paper
seeks to present and argue for the ultimate necessity to introduce
critical thinking and problem-solving into the Algerian educational
system. Also, it attempts to demonstrate how these cognitive aspects
would contribute to developing epistemic curiosity, intellectual
power, and scientific reasoning in the Algerian citizen. This would
consequently train generations able to use less dogmatic thinking and
to learn to come face to face with the realities of the world they are
living in.
Keywords
Scientific thinking, problem-solving, critical mind, epistemic
curiosity
Promoting Higher Education
Teachers’ Professional
Development through
Collaborative Teaching in
EFL
Prof. Abdelhak
ELAGGOUNE
University of Guelma
r
Abstract
This paper considers collaborative teaching within the higher
education (HE) context. It argues that higher education teachers need
to be more collaborative and need to develop different methods of
peer support. It also suggests that collaborative teaching might be
helpful in HE teachers’ professional development. When EFL
teachers teach or plan a class collectively, they will share ideas,
methods, and activities. In the long run, they will become more
engaged and will enhance their confidence in their teaching skills and
will build the best teaching abilities.
Keywords
collaborative teaching, higher education teachers, HE teachers’ professional development
DAY 1 3
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Teaching How to Think
instead of what to Think: A
Plead for Critical Thinking
at the Age of Technology
Dr. Mhamed KRIFA
University of Gabes, Tunisia
Abstract
At no time has the need for teaching students a critical mindset been
very crucial than today. With an almost total reliance on questionable
and ideologically-based information presented in the media and on
the internet, students have become subject to manipulation of all sorts
with an almost absent faculty of evaluation. Defined by the National
Council for Excellence in Critical Thinking as “the intellectual
disciplined process of actively and skillfully conceptualizing,
synthesizing, and / or evaluating information gathered from or
generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action”1, critical thinking is
transdisciplinary by nature and touches upon all disciplines whether
they belong to the domains of science or humanities. As the critical
faculty is the outcome of education and training, the paper strives to
show the importance of developing critical skills in students of
English language, civilization and literature. It draws on the author’s
experience of introducing critical thinking in some courses he has
taught at the Faculty of Letters in Kairouan, Tunisia. These include,
among others, Greek and Arab mythology, oral expression and
translation.
Keywords
critical thinking, critical faculty, critical skills, manipulation
1 A statement made by Michael Scriven and Richard Paul, presented
at the 8th
Annual International Conference on Critical Thinking and
Education (1987)
Rethinking Pedagogy
through Critical Thinking
and Problem solving
Dr. Nesrine Ghaouar
University of Annaba
Abstract
The 21st century is marked by “the four Cs” which are Critical
thinking and problem solving, Communication, Collaboration,
Creativity and innovation. This work focuses on the first C-Critical
thinking and problem solving and its relation to the learning/teaching
situation. Indeed, critical thinking is an essential skill for university
students as they need to analyze, synthesize and evaluate the new
knowledge in relation with the old one. Critical thinking includes
certain standards and involves both cognitive skills and dispositions.
However, students get used to the lower order thinking skills of
knowledge, comprehension and application. Besides, if the same
information is presented to them in different words and/or forms,
students feel lost. Though one of the requirements of the LMD
system in Algeria is to develop autonomous learners with higher
order thinking skills, students still show dependence, not just in
learning but even in thinking, on their teachers. Then, it is crucial to
consider the benefits of critical thinking, its relation to problem
solving, characteristics of critical thinkers, barriers to critical
thinking, Blooms’ taxonomy and teacher’s role. In addition, certain
principles for teaching critical thinking skills are be followed and
some strategies might be used. Therefore, it is necessary to rethink
the actual pedagogy and gain knowledge of problem solving as an
effective tool to develop critical thinking and prepare our learners for
21st century competencies and skills.
DAY 1 4
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Keywords
Critical thinking, problem solving, Bloom’s Taxonomy, Teaching
critical thing.
Towards the Transcendence
of a Horizontal Critical
Literary Reading in the 21st
Century
Dr. Mohammed Seghir
HALIMI
University of Ouargla
halimi.seghir@univ-
ouargla.dz
Abstract
People’s experience, in a world where individual’s definition of
himself is most often blurred, shows that the fact of being a lonely
“outsider” as far as the others’ cultures are concerned is no longer
exclusive to a particular segment of a given social constellation, but a
Global issue.
The teaching of modern literature and modern literary theories to
students, regardless their geographical distribution, seems important;
the students should know about themselves, about their very nature as
human beings; they should know that the modern writers deal with
the inner being more than with the social being, and since their (the
writers’) literary production is not “always an imitation of something
real which is as well an imitation of a universal concept or idea that
Plato called “the really real”, but a liberating force as it is agreed
upon by most Marxist and New Historicist literary theorists, they
look for adequate and convincing answers inside themselves. In the
increasingly globalized age, the teaching/learning of literature seems
challenging because of the intense rhythm of the political, economic
and social changes that marked the shift into the 21th century. These
social metamorphoses and psychological disturbances created
miscellaneous opinions and attitudes vis-à-vis Man’s perception of
himself within a distorted human being’s/race’s constellation. This
view generated a sense of hatred and created binary oppositions
which could be better represented through dialectical views between
the self and the other. In reality, this opposition has become the
matrix of the world order, which makes people having different
cultural backgrounds, ideologies, skin pigmentations, gender,
confessional ideologies, social standards, etc, react almost vertically
but similarly. Their perception would be certainly different and thus
their construction of meaning would bear essentially different
linguistic and/or cultural connotations. Therefore, the study of
Universal Literature and/or comparative literature, which requires
objective bifocal lenses, would, undoubtedly, generate a horizontal
account for human relationships beyond any vertical social, cultural,
racial, sexual and even ideological considerations. Thus the teaching
of this Suggested Literature(s) require(s) particular critical
approaches which would, eventually, enhance both the English native
speaker’s and the non-native speaker’s knowledge and understanding
of each other’s mind.
Keywords
Horizontal, vertical, Universal literature, self, other
DAY 1 5
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Developing & Enhancing
Binary Thinking and Critical
Thinking Through
Literature
Dr. Merbah Kouider
Dr. Driss Mohamed Amine
University of Mascara
Abstract
Reforms in the educational sphere worldwide have gone through a
continuous process of transformation just to meet the needs of
learners and to come to terms with the new demands. In a globalized
world, Algeria can’t be an exception. The latter has been set as a
primary goal in higher education. To incorporate the teaching of
Higher-order thinking skills has become a necessity to meet those
needs and demands, and to prepare learners for 21st century
requisites. Binary thinking and critical thinking are among the main
higher-order skills which can be better enhanced through the teaching
of literature, be it poetry or prose. With such textual typologies,
students are exposed to authentic materials, everyday situations, and
real experiences. Helping students using binary-critical thinking will
enable them not only resorting to writing devices to be creative and
strategic, but also going beyond basic observation of facts to be
evaluative and innovative. Therefore, developing critical thinking is a
vital objective in higher education and to achieve this aim, using
literature to encourage students to think critically is a highly feasible
approach.
Keywords
Binary thinking- critical thinking- literature- learners- teaching
literature.
Critical Thinking in Foreign
Language Learners
Dr. Nassima
BENCHABANE
University of Constantine
Abstract
Critical thinking refers to the human’s ability to think and make
correct decisions independently. Nowadays enhancing critical
thinking in learners is considered as one of the foreign language
teachers’ tasks due to its importance in foreign language classrooms.
There are various factors affecting language learners’ critical thinking
skills. Among these factors is the assessment methods used.
Therefore, through managing the ways of assessing language
learners’ ability, language teachers can help them develop critical
thinking skills. In this paper, some suggestions for language teachers
to make sound choice of assessment methods and activities will be
presented.
Keywords
Critical thinking, assessment methods, foreign language teachers
DAY 1 6
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Teaching English Language
through Literature
Mrs. Hassiba SOUFLI
University of Ouargla
Abstract
Teaching English to non- native speaking learners has always been a
problematic issue for EFL teachers. Hence, EFL teachers should
appeal to new methods and techniques that may help students
improve their communicative competence – which goes beyond the
classroom into a real-life context. To authentically learn English as a
foreign language, literature would be an appropriate approach
through which EFL teachers can teach both basic language skills
(reading, writing, listening and speaking) and language areas
(grammar, vocabulary and pronunciation). As put forward by Brumfit
and Carter: “a literary text is authentic text, real language in context,
to which we can respond directly”. In addition, literature not only
appeals to the imagination of learners but also develops their cultural
awareness and mental capacities; and encourages their critical
thinking – when for instance the students are assigned to criticize or
evaluate a given literary text. In sum, literature’s cruciality and
efficiency appears in the enhancement of the cultural and linguistic
competence. On the light of this, the main concern of this paper is to
emphasize the important role of literature in teaching English as a
foreign language. More importantly, this article tries to focus on the
teacher’s role in seeking different strategies to make the process of
EFL more successful and fruitful for the learner. In so doing, one
cannot neglect the important role of the EFL teacher, as the basic
constituent in the teaching learning process, in guiding EFL learners
to exploit the potential of literary texts for a better command of the
English language.
Keywords Literature, EFL, Teacher, Foreign learners, Linguistic competence
and communicative competence
Potentials of Education
Gamification: The 21st
Century Language
Classroom Experience
Mr. Rafik MOSBAH
University of Sétif-2
Abstract
The gamification of learning is an educational approach intended to
invoke and enhance students’ levels of motivation through the
deployment of video game design and elements in learning
environments. Accordingly, the ultimate end of gamification is to
maximize enjoyment and engagement through seizing the interest of
learners and stimulating them to continue learning. No longer viewed
as a mundane process for presenting information while testing for
retention and understanding, the 21st educational challenge comprises
indispensable tasks of engaging students, arousing their interests,
retaining their attention, and maintaining a positive attitude in a
befitting environment. Key to these goals is the effort to uphold a rich
communicative atmosphere that endorses feedback and
reinforcement, not only between the instructor and students, but also
between the students themselves. These socially interactive
mechanisms, with the proper level of control for encouragement and
discipline, can be designed effectively to create “fun” learning
situations. One best educational gamified example is DuoLingo: A
massive online collaboration, which combines a free language-
learning website with a paid crowdsourced text translation platform.
The service is designed so that students can learn a given language
DAY 1 7
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
online, while aiding to translate websites and documents. Beginners
begin with basic and simple sentences from the web as they gradually
tend to get more complex for advanced users. As one progresses, so
does the complexity of the sentences to be translated. In each case
Duolingo renders the learning and translation tools to assist the
students to properly comprehend and memorize the words that they
encounter. The site also includes time-based elements, such as skill
points and time bonuses when questions are answered correctly
within a given time limit. Incorrect answers result in a loss of points
and “lives”, as well as the delay of levelling up. Since the system is
adaptive, it tracks each completed lesson, translation, test, and
practice session to provide feedback to the student and plan future
lessons and translation assignments to better address their needs.
Consequently, the specificities of DuoLingo will not ensue solely in
desirable learning outcomes but additionally it will yield a valuable
and joyful Education Gamification experience.
Keywords Gamification, Gamification Education, Engagement, Reinforcement,
motivation, effectiveness.
EFL in Niger Secondary
School: Challenges of
teaching and learning
English in the 6e classes in
four CEGs of Niamey
Ibrahim SEYNI GOZE
University of Abdou
Moumouni of Niamey, Niger
Abstract This study intends to provide a deeper understanding about teaching
and learning English as a foreign language (EFL) and its introduction
in Niger Secondary School Program. This work focuses mainly on
the issues and challenges learners and teachers as well as educational
policies are facing in the secondary beginners’ classes (6e) in CEG1,
CEG2, CEG4 and CEG12. The aim of this case study is to determine
the reasons why EFL learning process and the teaching situation is
alarming in the secondary school as well and particularly at the first-
year level. The data of this research were collected through a
questionnaire from a total of 40 students and 8 teachers as well as
from classroom observations. The findings revealed a great
professional difficulty around teaching and learning at 6e level.
Information collected from the classroom observations and the results
of the questionnaire pointed out early learning opportunities not well
built upon with consistence in the different classes.
Keywords EFL, teaching, learning, introduction, 6 level
The Importance of Lecture
Comprehension in Students’ Knowledge Construction
Soukeina LOMBARKIA
University of Batna-2
Abstract
When a teacher asks students if each point in the lecture is clear,
some will invariably nod their heads in the affirmative way.
However, if he/she asks them to explain these understandable points,
they could not even produce a simplest sentence. In fact, foreign
language students do not get what they are studying; more
specifically, they do not know how to put their understanding into
words. Almost all teachers can not figure out students’ understanding,
and getting the yes makes teachers move to the next points. It is, in
fact, a prominent factor that influences students’ language
proficiency. Most of the students rely on retention which may not last
DAY 1 8
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
soukeina.lombarkia12@gmai
l.com
long and nothing will be added to their previous knowledge, that is
why comprehension plays an important role in constructing
knowledgy. This study centers around the importance of lecture
comprehension in constructing knowledge, and it aims at
understanding the reasons behind students’ inability to explain what
they have understood. This research work attempts to identify
learners’ preferences in foreign language learning, to clarify the effect
of instructional teaching strategies and techniques on the learning
process, and to suggest that learner-centered plays a significant role
in enhancing lecture comprehension. The research methodology was
descriptive, and the data were collected using questionnaire, it was
distributed to forty (40) second year English students from Mustfa
Benboulaid Batna-2 University. The findings have revealed an
interesting data that treat the problem raised and show efficient
strategies that diminish students’ inability to explain what they have
understood.
Keywords Lecture comprehension, learning autonomy, foreign language
students, knowledge construction
Integrating Culture in
Second/Foreign Language
Education: The Case of
Batna 2 University LMD
Students
Mr. Djelloul NEDJAI
University of Batna-2
Abstract
Cross-cultural research findings suggest that language and culture are
intimately related and interwined components. Language is, in fact a
social process humans use to convey meaning and to communicate.
Language is also part, and an expression, of culture. The purpose of
this paper is to show how language and culture inform each other in
the foreign-language class. Also, it presents findings on Batna 2
LMD students of English related to their perceptions of, and attitudes
towards, the British culture. Data had been collected from a sample of
574 LMD students of the three levels: Licence, Master and Doctorate.
Results obtained indicate that our students have a poor knowledge of
the British culture. Henceforth, some of their attitudes towards this
culture are the result of misconception and misunderstanding. This
suggests, at least, the inclusion of an intercultural perspective in the
field of foreign-language education.
Keywords Intercultural, language, culture, foreign-language education,
perceptions, attitudes
DAY 1 9
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
21st Century ELT: Going
Beyond the Inner Circle
Dr. Boudjemaa DENDENNE
ENS-Sétif
dendenneboudjemaa@gmail.
com
Abstract
In the Kachruvian sense, English is used across three circles: The Inner
Circle includes the countries wherein English is used as the mother
tongue for the majority of the population, the Outer Circle involves the
countries in which it holds the status of an official language, and the
Expanding Circle groups the countries where it is used as a foreign
language (Kachru, 1992). When people from different national cultures
come into contact within the Expanding Circle, it is often English
which is the means of communication among these interactants who do
not share a common native language. The phenomenal spread of
English in global settings (e.g. business, tourism, academic
scholarships, international bodies) draws scholars’ attention to English
as a Lingua Franca (ELF). A wealth of research has investigated
various aspects of ELF: lexicogrammar, pronunciation, pragmatics etc.
and it suggests that the Inner Circle’s norms have no predominance in
ELF interactions. Despite the fact that research has gone beyond the
Inner Circle, English Language Teaching (ELT) is still abound to
nativeness as an objective; learners are instructed in order to emulate
native speakers as norm-providers. It is, therefore, imperative that 21st
Century ELT moves with, to borrow a pioneer contributor’s words,
“the tide of applied linguistics research” (Seidlhofer, 2011). That is, if
the objective of education is to truly prepare learners for 21st Century
skills and competences, ELF, the language of international
communication, should find its way to ELT pedagogy. The
implementation of this new paradigm will necessitate rethinking
language policy, teacher-training programs, native vs. non-native
teacher dichotomy, curricula and textbooks, classroom practices, and
international examinations, among others. The present contribution
will illustrate via pronunciation and pragmatics the transformation the
traditional pedagogy is likely to undergo. Besides, the discussion of the
aforementioned implications will be kept pertinent to the Algerian
context.
Keywords Inner Circle, 21
st Century skills and competences, ELT, English as
lingua franca/ELF
EFL students’ Awareness of
Cross Cultural Written
Communication
Imane CHERIET
Aboubakr HAMOUDI
University of M’sila
University of Sidi Bel Abes
Aboubakr.hamoudi@yahoo.
com
Abstract
One of the 21st century academic skills to master is the effective
written communication skills in a cross-cultural modern globalized
world. Since both language and writing are culture-bound phenomena,
this paper foregrounds the intricate ties between cultural meanings and
rhetorical choices in writing. Research in EFL education has elucidated
the indispensable association between culture and writing endorsing
the fact that EFL writing styles are not necessarily universal and that
people, accordingly, with different culture backgrounds may
differently structure and develop ideas in their texts. As EFL teachers
of writing, we have always contemplated students’ writings, in terms
mechanics, grammar and vocabulary, and found that their productions
are not, in most cases, purely English like. This is due to their L1
influence which culturally shaped a set of rhetorical strategies they
acquired during prior learning experiences, particularly, of writing in
their mother tongue. This, as a culture transfer, may result in students’
DAY 1 10
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
L2 writing deficiency if the two cultures do greatly diverge. Kaplan’s
Contrastive rhetoric (CR) or intercultural rhetoric (1966) gives account
for the cultural context and interaction dynamics between readers and
writers through writing. This idea has also been bolstered by Kaplan’s
assertion that students across cultures need a full awareness of the L2
rhetorical conventions in order to familiarize with the disparities
featuring L1 and L2 rhetoric patterns. Ideally, unless EFL students’ writing skill does inevitably entail their ability to culturally shape and
reach the English rhetoric conventions, their intercultural
communication would not be successful. Hence, this study is a twofold
foci: to investigate and call for both students and teachers’ awareness
raising of the L2 intercultural rhetoric ,that embraces a knowledge of
the link between culture and writing, in a context of an EFL institution
at M’sila university.
Keywords Cross Cultural communication, Written Communication
Brain Based Learning for an
Effective Education
Hana LASLADJ
University of Oum El
Bouaghi
Abstract
Improving the educational performance may be achieved through
associating learning/teaching environment with the studies of other
disciplines; such as, Neurology and Psychology. Brain research
constantly delivers data about the ways in which humans learn. Brain-
based learning (BBL) is an approach that has stemmed from the studies
of educators and scholars who relate the findings of brain research to
education as an attempt to improve and guide the teaching practice.
The purpose of this contribution is to provide an understanding of the
BBL Classroom and to investigate the strategies that present an
adequate implementation of the brain-based learning research in the
foreign language classroom. A critical theoretical study will be
discussed. Brain research findings, examples, successful experiences
about the effectiveness of integrating this new approach to education,
how to set up a classroom, support social and affective learning, and
assess learners are the major headlines of the current contribution.
Keywords Brain based learning, foreign language
Problem Solving and
Communication Skills, are
they Compatible?
Roukaya BELAMBRI
University of Bejaia
Abstract
The present study aims at exploring the relationship which exists
between EFL students’ problem solving skills and their communicative
competence development. The objective of this research is to
investigate whether any possible correlation is present in the middle of
student’s ability at problem solving and their communicative
competence evolution. Throughout this study, two research questions
are to be answered. First, what kind of relationship does exist between
EFL students’ problem solving skills and their oral communicative
progress? And second, how is EFL students’ ability at solving
problems being processed in the evolvement of their communicative
competence. The data used in the interpretation and discussion of
results are generated from the evaluation and assessment of four
performances at interviews and conversations of forty (40) EFL
students at the university of Algiers II during the academic year of
DAY 1 11
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
2016 / 2017, in addition to the researcher’s transcription of the
participants’ techniques, strategies and tactics during the performances.
This investigation was conducted along two semesters. A comparison
between the performances to which the informants have contributed,
will stand as references to compare the development of their oral
fluency in accordance with the judgment of their capacity at solving
problems. These subjects are aged between 17 to 27. They are a
majority of female students and a minority of males. A mixed method
is used to describe, analyze and discuss data combined with the
presentation and interpretation of the results. At the end of the study, a
set of recommendations and a section of suggestions for further
research will be presented to summarize the findings of the study.
Keywords Problem-Solving Skills, Communicative Competence Development,
EFL students, Correlation, Processing
Translation: A Classroom
Communication Strategy
and Instructional Tool
Amina MEZIANE CHERIF
Abdelnacer BEN
ABDELRREZAK
Sétif University
Sidi Bel Abbes University
Abstract
What makes the use of translation in the classroom important and
the development of translation activities special? Certainly, we
believe in the use of translation in L2 learning as a strategy and a
tool in communication and in transmitting messages. Throughout
decades of foreign language (L2) teaching, a recurring issue has
been the role of the first language (L1) in the classroom. A long-
term and wide-ranging debates persists regarding practical and
theoretical questions about the significance of the L1’s obvious
influence on the L2 being learned. Although many feel that the L1
should not be used in the classroom, other researchers, teachers
and learners do see a role for the L1 and support its use as a
communication strategy and instructional tool. L2 pedagogy has
advanced beyond the days when students were passive participants
and teachers the sole directors of the language learning process.
Teaching methods today consider materials and activities that are
relevant to students and take their needs and learning styles into
account in order to achieve higher motivation. Therefore regarding
the use of the L1 in the L2 classroom, it is important to find out
how students themselves feel about it. Instances when the use of
the L1 may be useful include (1) explaining the meanings of
unfamiliar words or expressions, (2) clearing up difficulties on
grammatical issues, (3) teaching pronunciation, (4) explaining
reading strategies, and (5) giving instructions for tasks. These
examples reveal the L1’s potential to strengthen L2 acquisition by
making it more meaningful and communicative. In this respect,
learners could better develop strategies if they are themselves
involved in translation activities and tasks where they feel
responsible and mature and can experiment without inhibition.
Furthermore, they feel more secure if they are encouraged in their
personal exploration / adventure in tackling different translations.
DAY 1 12
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Digitising Literature
Teaching in the Algerian
EFL Class
Samya ACHIRI
Karima MOHAND LHADJ
University of Oum El
Bouaghi
University of Annaba
Abstract
The very recent modifications at the level of higher education
curricula in Algeria aimed at rejuvenating the field to realise the true
essence of the LMD system. It becomes compelling to step beyond
the traditional methods of teaching, especially with the advent of
many ICTs, to be in consistency with this globalised world. The
paper is a study which reviews the experience of incorporating ICT
pedagogy and skills into the literature class of first year English
students at OEB University. This experimental study aspires to shed
light on the advantages that integrating ICT may impart in the domain
of literature teaching/learning. It describes how these technologies are
effectively used to boost the students’ interest in the module which
has “reading” as its driving engine. Accordingly, the difficulties that
students usually face in this module along with their attitudes before
and after using ICTs are paid a due attention. Applying ICT
pedagogies in the EFL class, generally speaking, does not only make
out of the learners autonomous within their classrooms, but most
importantly motivates them to develop their abilities, language
mastery precisely, outside the classroom. As far as literature
teaching/learning is concerned, ICTs can help to overcome the most
overriding problem that hinders first year students as beginners from
reading, namely understanding the literary texts.
Keywords
EFL Class, ICTs, Literature Teaching/Learning, Motivation, Reading
Problems
Technology: Away to Evolve
or a Problem to Resolve
Abir Soundous GASKIL
University of Batna-2
Abstract
Nowadays, technological inventions have changed every aspect of
our daily lives especially those related to humanities. The
introduction of new gadgets of communication has altered the nature
of interaction from being interpersonal into becoming computer
mediated. This study examines the effects of these communication
outlets on EFL learners’ face to face interactions. A study has been
conducted at the department of English language in Batna 2
University, Algeria using both a questionnaire and field observations
to gain a closer look on the phenomena. Results of the research have
been analyzed and will be discussed the day of the conference.
Keywords
Computer-mediated communications, face to face interactions, EFL
learners.
The Effects of the 21st
Century Technologies on
Foreign Language Learners’ Communication Skills
Abstract
Learning a second language has always been a passion of most
learners around the globe. Communication skills are regarded as the
most important and indispensable skills for these learners to become
successful, especially in 21st century. Communication skills refer to
the ability to transform information accurately and to communicate
effectively. In recent years, technology has been increasingly
growing and moving too fast; it has impacted the lives of everyone
DAY 1 13
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Khaoula BELOUNIS
Nachoua KELKOULA
University of Batna-2
University of Oran
more or less. In fact, technology is said to play a very supportive role
in enhancing students’ communication skills in many ways. A great
number of researchers and educators agreed on the noteworthy role
that technology has in facilitating learners’ personal expressions and
creativity. The main purpose of this endeavor is to investigate and
explore the impact of technology on learners’ communication skills.
A questionnaire is designed for second year learners, at Constantine 1
university, and their answers showed positive results concerning the
role of technology in enhancing their ability to communicate
perfectly.
Keywords
Foreign language learning, communication skills, 21st century,
technology
Online Communities of
Practice, New Gate for
Teachers' Training
Samira Khadija ZITOUNI
University of Batna-2
Abstract
This paper aims at canvassing the tremendous impact of social
network sites(SNSs) on the process of learning and teaching English
as a foreign language. Additionally, this investigation uses a
questionnaire administered to randomly selected samples of 10
teachers and 90 students at the Department of English at Batna -2
University to inquire into their attitudes and readiness toward this
integration. Also, it attempts to highlight some of the challenges and
risks that foreign language teachers might encounter whilst using
SNSs. Finally, the analysis of answers clearly demonstrates that
respondents highly value and encourage the integration of SNSs and
recommend it as a must-have in the process of language education
Keywords
Social Network Sites, English as a foreign language, integration,
attitudes, readiness
The Effect of Instructional
Video Use on Learners’ Listening Comprehension
and Language Proficiency
Hamma BENOUARETH
University of Constantine 1
Abstract
Integrating technology in classroom has become one of the most
discussed issues in language teaching environments since 1920s.
Many researchers such as Wright (1976), Vandergrift and Ur assert
on the importance of audio-visual materials in teaching. Video is
regarded as the most adequate effective material since it fosters
learners’ comprehension. Moreover, it serves to bridge the gap that
exists between reality and educational syllabi. A poor development of
students’ listening skill adversely affects other language skills.
Listening skills are considered as the cradle for learners to ameliorate
their language proficiency since it affords basic elementary contact
with linguistic features of the target language and its culture (Curtain
& Pesola, 1988).Listening improves vocabulary, enhances language
competency and boosts learners’ eloquence (Barker,1971). Dunkel
(1986:99) says that "developing proficiency in listening
comprehension is the key to achieving proficiency in speaking".
Many learners find themselves embarrassed in understanding spoken
forms of language. This difficulty persists when they want to
communicate effectively especially with natives. One possible
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
solution to alleviate this problem is by using authentic listening
materials. Regarding the above significance of incorporating listening
materials, especially videos, in EFL programs, there is a real need to
investigate this issue because virtually few studies have been reported
in these settings (EFL contexts), specifically in Algeria.
Hence, this study sheds some light on the use of aural input (videos)
as opposed to traditional method of teaching, based on teachers’ oral
production facilitates and/or hampers students' learning. The
fundamental objective was to scrutinise the influences of the use of
aural listening materials (videos) on listening ability in EFL classes,
and how it affects the participants` listening comprehension.
Keywords
Video, Listening Skill, Comprehension and Communication
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Assessments: Teachers’ Evaluation, Students’ Anxiety
Dr. Esma FETSI
University of Constantine 2
Abstract
In any educational environment, there should be at least one form of
assessment to understand the extent to which the teachings of the
program have been retained by the learners. The evaluation can take
different forms; oral, written or application of instructions in some
technical or medical fields for instance. As for foreign language
teaching, we are accustomed to formal written achievement tests for
different subject matters at the end of each semester. These tests, or
exams, are given much importance by the students and they have
become the center of interest of many of them at the expense of the
learning outcomes. The main reason behind this situation is their
anxiety and fear of failure. On the other hand, this anxiety can be
used positively by the teachers who want to guarantee students’ commitment in the course; that is, the more students attend and
participate in the course, the more they understand the content and
practice regular quizzes or tests which contribute to the final mark of
the subject matter. This method has been adopted with second year
Computer Engineering students at Abdelhamid Mehri, Constantine 2
University after a three-session observation of their attitudes
concerning attending the course and their constant questions about
the scores and the type of exam which seemed their only concern.
Our main interest in this paper is to shed light on the different types
of assessment and their appropriate situations for more accurate, fair,
and fruitful evaluations.
Keywords
Assessment; types of evaluation; learning outcomes; students’ attitudes; anxiety
Students’ Attitude toward
the Use of Portfolio in ELT
Assessment
Kahina GOUDJIL
University of Tebessa
Abstract
The successful alteration from a teacher-centered approach to a
learner-centered approach was manifested in skills learning process.
One of the challenges in assessing writing skills progress is the use of
portfolio based approach as a new advanced platform in language
teaching assessment strategies. Bahar defines portfolio as “. . . the
organized form of students’ termly or yearly studies according to
certain standards” (24). This constructive approach of assessment
implements new strategies in writing; it is a creative act that enables
learners to feel free in interpreting their learning strategies through
solved tasks. Therefore, this study aims to report the attitudes of
students toward the use of portfolio as a mean of assessment in
writing skills. As it is based on qualitative results, the interview
directed to learners will be semi-structured and content-based
analysis. The preliminary results conducted on third year students of
English at the University of Tebessa, shows that learners have
positive attitude towards using portfolio. The final results will
demonstrate how the use of portfolio can help or hinder learners’ progress in: constructing effective writing skills and acquaint their
potential to adopt the strategies of the target language, thrust their
creativity in developing an autonomous self-evaluation skill. Though
using portfolio in English classes rises like a crescendo, there is no
doubt of having some shortcoming to scaffold or to overcome.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Keywords
Portfolio-assessment-attitude-progress-writing skills.
Towards an Alternative
Testing Model in Algerian
Universities
Boubaker TEMLALI
University of Tlemcen
Abstract
The Algerian educational system has witnessed several substantial
changes in the 21st century. One of which is the introduction of CBA
to prepare learners to overcome the new arising life and career
challenges. This latter dictates certain instructions as to which both
teacher and learners’ roles are shaped. However, less focus was paid
to evaluation, the linking phase of any educational process’ triangulation: teaching-learning-evaluation. Because not everything
taught is learnt, assessment is crucial. To be more precise, tests are
still a prisoner of many outdated principles that do not meet the new
changes made. While content-related elements are easier to assess,
the individual’s critical thinking and creativity are harder to be
measured. In this regard, The Alternative Testing Model (ATM)
represents one remarkable model recommended by many scholars to
accomplish so. Thanks to its multi-dimensional nature, ATM offers
practitioners the opportunity to evaluate not only learners’ achievements, but also their motivation, attitudes and problem-
solving potentials. Consequently, the actual testing devices
implemented in the Algerian universities should be optimized
accordingly. Teacher should not only measure –traditionally- what
they taught, but also pave the way for learners to reveal their
potentials.
Keywords
Testing, alternative Assessment, traditional assessment.
Self-assessment in EFL
Classrooms: A Cornerstone
of Critical Thinking
Nawel KADRI
University of Tizi Ouzou
Abstract
With the increasing production of scientific knowledge and the
development of media and communication, critical thinking skills
such as: reflection, problem solving and decision making have
become highly prominent in EFL learning. There is much theoretical
research emphasising the importance of developing these higher
order thinking skills among EFL students. In this article, we attempt
to develop students’ critical thinking through self-assessment. This
approach is advocated by many educators and cognitive researchers
to be a powerful means to promote metacognition and develop
students’ thinking. Students’ awareness of and ability to use self-
assessment is considered a hallmark of critical thinking and therefore
necessary to prepare students for autonomous and lifelong learning.
Teaching students how to reflect, analyse and attribute fair and
reasoned judgments about their performance is an important step in
forming reflective and critical thinkers. Nevertheless, little empirical
research has been found in the related literature on the use of self-
assessment to encourage critical thinking among EFL students in
Algeria. In response to this gap, the present qualitative study aims to
integrate self-assessment in to EFL classroom instruction and
examine its role in critical thinking processes. The sample consists of
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
two EFL undergraduate classes at the department of English at the
University of Bejaia. The study employs minutes paper as a self-
assessment tool to encourage the participants to reflect on their
courses and think critically about what has been learnt and what
remains unclear for them. In the end, some participants are
interviewed to get insight into the effects of the self-assessment
experience in raising their awareness and promoting critical reflection
on their learning. In the light of the results obtained in the content
analysis, the researcher has put a number of recommendations
forward.
Keywords
Critical thinking, EFL students, Self-assessment
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
A Reflection Upon the Use
of Project Based Learning
within the Algerian
Secondary Schools
Mustafa TOUBEIDA
University of Tiaret
Abstract
Recently, the Algerian education system has adopted, adapted and
updated a very well recogised approach of teaching and learning,
competency based approach, to cope with the global changes in
education from on hand and to cater for the previous weakness and
challenges from the other hand. In this respect, one of the rewarding
teaching and learning instruction introduced with competency based
approach is Project-Based Learning (PBL). The letter is meant as a
very significant opportunity to actualise the acquisition, of skills,
attitudes, knowledge and competencies underline a particular unit of
teaching within secondary school text books yet it is has been
increasingly been noticed that is it more likely to be a problematic issue
to foster active collaboration, interaction and a real learning opportunity.
Thus, this study is meant to investigate the current practices and
attitudes of both teachers and students at secondary school to reflect
upon the pre outlined objectives behind its incorporation and the
prevailing behaviours. However, it is clear that PBL is an approach
whereby students pursue solutions to non-trivial problems by asking and
refining questions, debating ideas, making predictions, designing
plans/and or experiments, collecting and analysing data, drawing
conclusions, communicating their ideas and findings to others, asking
new questions and creating.
Keywords
PBL, CBA, collaboration, homework assignment, active learning and
interaction
The Support Systems of an
Effective 21st Learning
Environment
Nadjet BOUFRIOUA
University of Khenchela
n.boufrioua@univ-
khenchela.dz
Abstract
The pace of change in the 21st century continues to increase and the
world is becoming more interconnected and complex. Our traditional
notion of learning environments has centered mainly on places and
spaces. The term “learning environment” suggests place and space – a
school, a classroom, a library. And indeed, much 21st century learning
takes place in physical locations like these. But in today’s
interconnected and technology-driven world, a learning environment can
be virtual, online, and remote; in other words, it doesn’t have to be a
place at all. Maybe a better way to think of 21st century learning
environments is as the support systems that organize the condition in
which humans learn best-systems that accommodate the unique learning
needs of every learner and support the positive human relationships
needed for effective learning. Learning environments are the structures,
tools, and communities that inspire students and educators to attain the
knowledge and skills the 21st century demands of us all. It’s natural to
associate the quality of our learning with the quality of our learning
environments. In fact, an effective learning environment doesn’t have to
be a particular place or space. Effective learning environments do not
limit themselves to time or space but comprise a variety of support
systems that take into consideration the ways in which we learn best as
well as the unique learning needs of each student.
Keywords
Learning environment, 21st century learning environment ,virtual
learning environment, support systems of 21st learning century.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Authentic
Teching/Learning
Environments
Zineb ABID
University of Tebessa
z.abid@ univ-tebessa.dz
Abstract
Modern approaches and theories advocate learner-centeredness as being
major in the learning and teaching processes. This new concept means
that learners need to be recognized as far as their cognitive abilities,
styles, intelligences, interests and future objectives are concerned.
Higher education throughout its universities and superior institutions
contribute to train the students in different domains and fields and to
help them to develop their responsibility, competence autonomy and to
become good future citizens. For those particular purposes, the
syllabuses being designed, the material being selected, the methods and
approaches adopted need to meet the learners interests and cope with
update job market. Indeed, what our students need is more than a
respective amount of theoretical knowledge to be lectured inside the
classrooms, amphitheaters and laboratories so as to be assessed to fulfill
the terminal objectives of the curriculum. However, our students need to
be aware about how to display their already acquired skills and
knowledge in real life situations. Our universities need to adopt new
policies and approaches to raise the students ‘awareness about the job
market requirements so as to get rid of the old ideology of seeking for
grades and rewards. Instead, those learners need to have an insight on
the long-term future objectives. Many studies and investigations over
the last decade in addition to the influence of the constructivist
philosophical approaches call for the adoption of “authentic learning
and teaching environments” as an alternative to the old approaches that
advocate subscribed teaching. This new approach attempts to support
learning and teaching with real life situations so as to help the students
to develop the necessary skills and proficiencies to solve problems, to
create, innovate, use technology and communicate successfully.
Furthermore, providing the students with an authentic material helps
them to discover how to bridge their skills with real life situations.
Consequently, our graduates will find more access to employment and
how to realize their experiences with less obstacles and deficiencies.
Collaborative learning, problem solving tasks and technology based
learning are major issues related to “authentic learning and teaching
environment”.
Adaptations: An Incentive
to promote Reading
Comprehension of
Literature
Dr. Rania BELHOUL
Abdallah Amin
BOUARICHA
University of Tlemcen
Abstract
Technological evolution in education has paved the way for English
language teachers to implement effective and updated ways which best
fit the new learning circumstances, since old-fashioned methods have
lost their merits in the teaching of a foreign language. Hence, the use of
multimedia technology has become increasingly popular in English
language instruction and, notably, in the teaching of literature. The
present study spotlights the different perceptions about the use of film-
adaptations in literature classroom and scrutinises the impact of the
former on learners’ reading comprehension. To reach this aim, a case
study has been conducted in the Department of English Language and
literature at Sétif 2 University (Algeria) involving thirty -Master 1-
students and six teachers of literature. Relying on quantitative and
qualitative data analysis, the findings revealed the efficacy of film-
adaptations in generating enjoyable learning climate, enhancing
DAY 1 20
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
[email protected] [email protected]
om
students’ motivation and improving their comprehension. Furthermore,
such materials are welcomed by students due to the fact that the majority
are visual learners prone to watch rather than to read. This study closes
with a set of pedagogical implications which encourage the use of film-
adaptations as a pedagogical tool, as well as a set of suggestions and
recommendations vis-à-vis the use of this device. also, a number of web
resources that can guarantee faithful adaptations of literary works were
provided to help teachers and students alike.
Keywords
Film-Adaptations, incentive, literary works, reading comprehension,
pedagogical tool.
Exploring EFL students’ perceptions of foreign
culture learning: The case
of third year students at the
department of English
Batna2 University
Sara GHIAT
Afaf DJITI
University of Batna-2
Abstract
In EFL classroom, cultural achievement is conceivably the most challenging
task because it is affected by so many factors such as learners’ motivation, the
learning context, and learner’s perceptions. The major purpose of this study is
to explore how third year students at the Department of English Batna2
University perceive foreign culture learning. This investigation requires the
examination of students’ expectations of and attitudes toward foreign culture
learning, as well as the responsible factors of these perceptions. This enquiry
was carried out through a small-scale case study using an open-ended
questionnaire from a total of 30 third year students. The content analysis of the
qualitative data shows that students perceive learning the foreign culture as a
threat to be avoided rather than as a challenge to be coped with. This
assumption is due to the fact that students are not aware enough about the
importance of culture in foreign language acquisition. In addition, as students’ mane interest in learning a foreign language is only communication, the
majority of them claimed that they prefer little “c” over big “C”. Moreover,
most of the participants are in favor of learning about their own culture more
than the foreign culture. Based on these findings, the researcher suggests that
students should be exposed to various cultural topics including similarities and
differences between their native culture and the target one. More importantly,
EFL teachers should try different ways to intriguer students’ motivation to
learn about the target culture and the native one similarly. For instance, they
can adopt the ICC model using different cultural themes from different sources
to develop students’ intercultural communicative competence and therefore
leading them to build a sense of critical thinking which the ultimate goal of
education forever is.
Keywords
Students’ perceptions, foreign culture, enculturation, cultural awareness.
DAY 1 21
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Enhancing the
Communicative Skill of EFL
Learners for a Global World
Dr. KAID Nassima
MOUISSA Fattoum
University of Laghouat
Abstract
In the age of globalization, language proficiency has become of a
paramount importance. This growing nature of the globalized world
has made teaching/learning a foreign language a challenging task. In
fact, Most EFL teachers are concerned with providing an adequate
framework for the 21st century learning environment. Thus, thinking
about enhancing the teaching/learning methods has become one of
the various experimentations that gained critical attention recently.
Though education focuses on developing effective writing, correct
speech and fluent reading, most students are not mastering these
fundamental skills. Yet, as the communicative skill remains one of
the most important abilities among university students, most
instructors are constantly striving to prepare students who can
communicate, interact, and engage with real-life situations easily.
The present paper, however, aims at offering critical insights about
the importance of developing the communicative skills of EFL
learners in the virtual environment. Moreover, it is an attempt to
tackle the technical methods that could help teachers to develop and
help their students overcome their communicative impediments.
Keywords
Teaching/learning methods, communicative skills, globalized age,
21st century environment.
The Role of the University in
Fostering EFL Students’ Intercultural Competence:
the Case of Tebessa
University
Amina GHOUL
Salah DAIRA
University of Tebessa
Abstract
The 21st century is the century of innovation in the world of academia
and cross cultural communication has become a real need for
students. Therefore, many approaches and concepts have been
introduced to cater for the development that was happening. Hence,
pedagogues have come to the conviction that developing the students’ linguistic competence is not enough to communicate effectively. This
led them to rethink the objectives of foreign language teaching
programs by adding new competences among which intercultural
competence. Intercultural competence is defined by Deardorff (2004,
p. 194) as “the ability to communicate effectively and appropriately
in intercultural situations based on one’s intercultural knowledge,
skills, and attitudes”. This study aims to explore the role of the
Algerian university in developing the students’ intercultural
competence. It hypothesizes that the students come to the university
with a little knowledge about the target culture and that they gain
more insights about it at the university. To approach this hypothesis,
the study adopts first a retrospective view, with the objective of
shedding light on the concept of intercultural competence and its
relation to communication. Then, a prospective view is adopted by
drawing on the findings of a questionnaire delivered to first year and
master students of English at the University of Tebessa in order to
explore the development of the participants’ intercultural
competence.
Keywords
Intercultural competence, 21st century, cross cultural communication.
DAY 1 22
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Framework of 21st Century
Skills
Kenza LAICHI
University of Batna-2
Abstract
There has been a significant shift throughout the last century from
assembling to highlighting data and learning services. Information
and communication technology (ICT) is transforming how we learn
and the nature of how work is conducted and the meaning of social
relationships. Shared decision-making, information sharing,
collaboration, innovation, and speed are essential in today’s
enterprises. Today, much success lies in being able to communicate,
share, and use information to solve complex problems, in being able
to adapt and innovate in response to new demands and changing
circumstances, in being able to command and expand the power of
technology to create new knowledge. Hence, new standards for what
students should be able to do are replacing the basic skill
competencies and knowledge expectations of the past. To meet this
challenge, schools must be transformed in ways that will enable
students to acquire the creative thinking, flexible problem solving,
collaboration and innovative skills they will need to be successful in
work and life. Therefore, 21st Century Learning Skills are critical for
accomplishing the necessary transformation. The Partnership for 21st
Century Skills has developed a framework for 21st century learning,
which describes the skills that students need to thrive in today’s
global economy. The North Central Regional Education Laboratory
(NCREL) has also identified a framework for 21st century skills,
which is organized into four categories: digital age literacies,
inventive thinking, effective communication, and high productivity.
Our paper aims at defining 21st century learning skills, addressing
“Core Themes and Subjects,” “Learning and Innovation Skills,” “Life
and Career Skills,” and “Information, Media, and Technology Skills.” The paper concludes with discussions of 21st century support
systems.
Keywords
ICT, 21st century skills, framework
Academic Dishonesty, Test
Designs, Reliability, Validity
Rida SELLALI
University of Mascara
Abstract
This study investigates the relationship between test designs and the
phenomenon of academic dishonesty at the University of Tahri
Mohammed in Bechar. Cheating is a fraudulent act that destroys the
credibility of test results and is impossible to be stopped. Although
there has always been a common misconception that students are
always the blamed party for committing cheating, there is a
considerable number of students from different faculties reporting
that tests are unfair and should be reconsidered. Hence, this research
seeks to identify the reasons that drive students to engage in academic
dishonesty. For the sake of achieving the purpose of the study, this
research adopts descriptive studies, which were judged the most
suitable for characterizing who cheats, why students cheat, and
revealing the factors that affect students’ academic integrity as far as
test designs are concerned. It hypothesizes that there is a relationship
between the way tests are designed and its relation with cheating. The
results elucidated that test designs might indeed have a relationship
with cheating occurrences; the better test designs are designed; the
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
less students engage in cheating. Designing tests that are not reliable
and stimulate only students’ capacity to recognize information rather
than testing their analysis and critical-thinking ability prompt them to
act fraudulently. This research also points out that the accountability
of tests is related to merits such as the clarity of test instructions, the
difficulty of the test, the time allotted to the test, and the objectives
expected to be accomplished.
Keywords
Academic dishonesty, test designs, reliability, validity
21st Century Learning
Environment Developments
Hanane OUIS
University of Taref
Abstract
This study aims to prepare for the world of the 21st century students’ needs and to find the necessary component to encourage students to
become intellectual and creative learners. It examines prospective
patterns of the students for generating ideas and encourages
innovative thinking; it aims to get the best challenge for the students
to push further to refine their most unique ideas into high-quality
projects. There are three aims for the study. 1-The study shed lights
to find out the 21st century students, teachers’ characteristics, 2-The
study offers insights to find out the best challenges of teaching
millennials,3- The study also points to the important use of the
technological tools on 21st century classrooms. This study is a
contribution for developing and changing the ideas of time and space
for learning by defining the 21st century students and teachers .It
presents the challenges face the teachers to create an autonomous
21th century learners. The work also presents solutions to help
teachers effectively meet the needs of the students while preparing
them for the21st century competencies.
Keywords
The 21st Century Students and Teachers, 21st Century learning
classroom Environments, Technology
DAY 1 24
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Smart Phones Impact on
English Foreign Language
(EFL) University Students’ Learning
Dr. Haron Bouras
University of Souk-Ahras
Abstract
Today, smart phones are ubiquitous and widely used by an extensive
number of English language students in the university context. Yet,
their use may impact students in many respects and in different ways.
Similar to research carried in this area around the world, this paper
endeavours to investigate smart phones use amongst EFL University
students in SoukAhras University. The main aim of this case study is
to determine the extent to which smart phones are effective in the
area of language learning. For data collection, a close ended
questionnaire was submitted to 52 students of English who were
conveniently selected for the study. This is to obtain answers to the
research questions considered in this paper.
Keywords
smart phones, EFL students, university context, language learning
Media Literacy and its
Concomitant Repercussion
in Education
Naima BOUDIS
University of M’sila
Abstract
Media literacy arrogates to itself the focal role of revolutionizing and
invigorating the 21-century educational enterprise and accessorizing
the learners with the propitious skills, namely critical thinking,
communication, collaboration, and creativity, that is attuned to the
century's precipitous technological development and its concomitant
pervading aura of mobility. With all intents and purpose, media
literacy endeavors to authenticate the hitherto pedagogically
contextualized learning process, put down the walls hemming in the
classroom learning settings, and reach out to the real life. More
tellingly, teachers and learners alike are cognizant of the fact that we,
by no means, live solely in a print-centric world; the immanent visual
presentation is inextricably linked to our cultural manifestation, many
of which, advertently and inadvertently, warp the consumers'
subconscious. The study will exclusively focus on the messages
pedaled by media literacy, discerning its texts and subtexts. This line
of argument begs further exploration as to demonstrate how and why
learners should precautiously deconstruct and reconstruct the texts
and the subtexts channeled through media literacy. To this effect,
teachers must teach their learners how to think instead of what to
think. Furthermore, the onus is on them to guide their learner to walk
away with new information, combined with past information and
come up with a brand-new understanding. Additionally, it is of
paramount importance to determine the efficacious teaching
approaches and methods that would collude with the immersion of
media literacy in the educational enterprise. The increasing potential
of educational technologies to personalize learning could even create
seismic changes in the way that learning is structured. To this effect,
the paper will capitalize on the Inquiry-Based Education as a
felicitous approach to create these mini global citizens who will one
day go out with these skills to the real world and use them.
Keywords
Media literacy, text, subtext, deconstruction, reconstruction.
DAY 1 25
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
The Use of Power Point
Presentations to Motivate
First Year Secondary School
Students to Learn English:
The Case of Oues Taga
Secondary School Batna
Samia MAALLEM
University of Constantine
Abstract
This study attempts to motivate First year pupils to learn English
through the use of one of the ICT’s (Information and Communication
Technologies), Power Point Presentations, in the process of teaching
and learning English in secondary schools. In order to achieve the
objectives of our study effectively, first, we have adopted the
experimental design; a pre and post tests are used with two groups
(70 students) selected randomly from the whole population of Oued
Taga first year secondary school students (210). This sample is
divided into two groups of 35 students in each. They are taught using
power point presentations of some selected items in their units using
projectors for a period of 60 hours in 20 weeks, and then we have
analyzed and measured students’ marks in English. Second, we have
utilized three questionnaires, two for EFL teacher in secondary
schools and one for first year secondary school scientific stream
students. SPSS24 is employed to code and analyse data using t-test
for paired samples. The obtained results revealed the effectiveness of
teaching via Power Point Presentations, but still some learners prefer
the traditional way of learning.
Keywords
Power point presentations, motivation.
Implementing Media
Literacy in the Process of
Foreign Languages Learning
Wafa MEKHAZNIA
University of Batna-2
Abstract
For centuries, literacy has referred only to the ability to read and
write. Today, we get most of our information through an interwoven
system of media technologies, and thus we are bound to possess the
ability to read many types of media which has become an essential
skill in the 21st Century. Therefore, our duty as successful learners,
accomplished educators and proficient researchers lies in developing
the necessary expertise that go along with the increasingly
sophisticated information and entertainment media that address us on
a multi-sensory level, affecting the way we think, feel, and even
behave. This can be achieved through media literacy; that is the
ability to encode and decode the symbols transmitted via media and
the ability to synthesize, analyze and produce mediated messages as
well. Provided that, learning depends, to a great extent, on media and
information technologies, it is highly important to start thinking about
the perfect way to process the different obtained information and
regulate them in a way that serves us best, especially when it comes
to learning foreign languages. In fact, it is due to the increased
mobility that has led to higher diversity across educational levels and
changed the way of learning and teaching, that learners nowadays
represent great diversity when it comes to media literacy; for they
differ in their background and knowledge which offer a challenge
especially when it comes to the way learners tend to grasp and
interpret the obtained information. Therefore, learning to think in a
critical manner is essential in the process of learning and decoding
whatever kind of information we obtain. Furthermore, preparing
learners, especially foreign languages learners, to be selective and
attentive by understanding how media affects our sense of being and
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
belonging through its means of persuasion is also crucial in the
learning process.
Keywords
Media Literacy, learning, foreign languages, information, learners,
decode, persuasion
New Trends in Improving
Blended Learning Course
Design
Basma BOUGAFFA
University of Annaba
Abstract
Since blended learning is considered one of the most significant
developments of the 21st century based upon employing information
technology in designing new learning situations, the current paper
aims at offering new trends for improving the blended learning
course design. The paper reviews briefly different definitions of
blended learning and highlights the blended environment and the
factors influencing learning in this blend. Additionally, it presents
other features of blended learning such as, its ingredients,
characteristics, types, levels, modes and models. Furthermore, it
states the advantages and the challenges of blended learning derived
from some previous studies. Finally, it shows how to design a
successful blended learning course and suggests multiple ways for
improving it so that it can increase active learning and learner-
centered strategies.
Keywords
Blended learning, information technology, improving, course design.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
The Negative Effects of the
Baccaluareate Examination
on Teaching and Learning In
Algeria: A Washback Study
Dr. Ahmed Chaouki Hoadjli
Dr. Ramdane Mehiri
University of Biskra
Abstract
This study explored language assessment in Algeria. In this context,
evidence from assessment practices is scanty and such evidence is not
of quality to support the inferences that tests are expected to yield in
relation to teaching and learning. It can be noticeable that the current
assessment testing system used by teachers in the Algerian
educational system may be developed under pressure to reflect more
closely, and to sustain desired educational goals. There is a clear
evidence that these practices are meant to exploit the format and
content of the developed tests to improve the final outcomes quickly
and efficiently. In clear terms, the current testing system employed by
the teachers in this particular area rely only on either copies of the
Baccalauréate(Bac) examination model, or merely intuitive tests
constructed without inference to theoretical bases or operational
procedures. It is also ostensible that there is not much congruence
between test-content and the contents of the syllabuses.
Consequently, these teachers, instead of designing a test that should
assess the mastery of the content of the syllabus, and to see to what
extent the educational goals have been reached, they turned to
becoming mere trainers of students on how to respond mechanically
to a typology of questions and tasks that are currently included in the
‘Bac’ examination. Therefore, it is within the sphere of this
problematic that this exploration sought to investigate the washback
effects of this national, standardized examination on teaching,
learning, and assessment practices. The major aim of this study is
first to highlight common errors committed by English as a foreign
language (EFL) teachers in the Algerian school system when they
come to assess their students. Second, this work attempted to look for
appropriate remedies to overcome the anomalies pinpointed in the
field. If considered, the suggested recommendations would help
every teacher to avoid the sources of the decline in learning English
in Algeria. In doing so, and from a methodological perspective, a
Mixed-methods Approach was carried out to examine the myriads of
deficiencies that occur in practice. As research designs, three relevant
research strategies were used. These are: ethnography, a case study,
and a longitudinal study. To collect data, the researchers opted for
two methods: two questionnaires, one for the teachers and another
one for the students, and classroom observation. To select the
participations, a purposive sampling technique was utilised. The
sample consisted in eight secondary school teachers, and 100 students
chosen from eight classes and six high schools in the Biskra region in
the south east of Algeria. To analyse data, the researchers relied on
two approaches: a descriptive method for the two questionnaires, and
the Communication- orientation Language Teaching (COLT)
approach for observing classrooms. At the end, a synthesis of
findings showed that the ‘Bac’ examination had negative washback
effects on teachers and students in Algeria. These outcomes
confirmed the formulated hypotheses in this work. For the sake of
giving practical solutions, the researchers suggested a set of
recommendations for many practitioners in the educational system in
Algeria.
Keywords Algerian educational system, ‘Bac’ exam, Biskra region, current testing
system, washback effects
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
The Impact of Disseminating
the Content of Written and
Oral Grids on Students’ Performance
Asma DOUAIBIA
Rabie ABDERRAHMANE
Samira BOUHLAIS
University of Tebessa
[email protected] r.abderrahmane@univ-
tebessa.dz [email protected]
Abstract
Evaluating written and oral production of students has always been a
difficult task for teachers to tackle and for teachers to tackle and for
students to comprehend alike. This study will investigate the impact
of raising students' awareness, of how the written and oral production
during tests are assessed, on their beliefs regarding exam preparation
practices. The study will be conducted at Larbi Tebessi University. A
questionnaire will be distributed to license and master students to
gauge their perception of what do teachers consider when correcting
their oral presentations and written works? And to which extent is
disseminating information about assessment grids helpful or
otherwise in changing the students’ beliefs as well as practices when
preparing for exams?
Keywords
Evaluation grids, exam preparation beliefs, exam preparation
practices.
Investigating Learners and
Teachers Inclinations toward
the Adaptation of Learners’ Self-assessment
Soumia HADDAOUI
University of Setif-2
m
Abstract
A learner-centered approach to language teaching highlights the
importance of engaging students in their learning process; not only in
acquiring and building their knowledge but also in taking a shared
responsibility for their evaluation. A pedagogy that is based on
students’ self-evaluation will positively affect the classroom
environment and may contribute in raising students’ motivation. The
communication will discuss the findings of an investigation
conducted at the University of Mohamed Lamine Debaghine, Setif 2
during the academic year 2017-2018, with the aim of delving into
students’ attitudes toward self-assessment in the EFL classroom
through a focus group discussion and a questionnaire. The study also
aims at exploring the teachers’ readiness for the implementation of
self-assessment in their classrooms through semi-structured
interviews. The presentation will highlight the findings and
interpretations of this research study and suggest a number of
practical strategies on how to use self-assessment in the English as a
foreign language classroom
Keywords
Learners’ self-assessment, English language teaching, learner-
centered approach.
Formative Assessment as a
Tool to improve Writing
Skills among EFL Learners
Amina BOUMEDIENE
Abstract
The writing ability is a prerequisite to an effective language learning
in general and in foreign language in particular. Accordingly,
meticulous efforts need to be employed for the sake of developing
this skill; this is on the one hand. On the other hand, the formative
manifestation of assessment has proved its eminent impact on
developing learners’ outcomes in various contexts worldwide. These
considerations provide the impetus and point of departure for the
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
University of Tlemcen
amina_boumediene@outlook
.fr
present investigation. Accordingly, the present study attempts to
explore the effect of formative assessment on the writing skill among
second year EFL learners at Tlemcen University. To reach this end,
the researcher poses the following research questions: (1) what are
students’ difficulties in writing? (2) What roles does formative
assessment play in measuring and improving students’ writing skills?
To answer these questions, the researcher employs a set of research
instruments including a questionnaire and an experiment to 24
students. The results yielded reveal that the students’ main difficulties
in writing are related to grammar, vocabulary and coherence.
Moreover, the intervention which the students receive shows a
significant progress in students’ writing outcomes. Therefore, the
researcher strongly recommends the consideration of formative
assessment in the writing classroom.
Keywords
Formative assessment, writing skill, EFL learners.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
ICT as a Means to Enhance
Communication Skills in the
EFL Class: Challenges and
Impediments
Dr. Radia GUERZA
University of Batna-2
Abstract
The use of multimedia resources in the context of English as a
Foreign Language (EFL) has become of paramount concern to
teachers, learners, and practitioners. Information Communication
Technology (ICT) means have been conceived for decades to be
viable tools for enhancing learners’ learnability and teachers’ teachability. The empowerment of EFL learners’ communication
skills is of no exception. Nonetheless, it has been observed that our
EFL learners do face real hurdles and challenges in demonstrating the
appropriate command of the target language. More importantly, their
communication skills were far from the required level. Henceforth,
the current paper attempts to shed light on the focal role of using ICT
means as sources for fostering learners’ communication skills and to
inquire into two overarching research queries: (1) “What are the
different challenges and impediments encountered by EFL learners in
their process of acquiring the different communicative skills in the
EFL context?” (2) “How can the use of ICT resources be a feasible
means to enhance EFL learners’ communication skills?” To address
these latter, an exploratory mixed method approach has been
designed. A sample of 60 third-year LMD students of the Department
of English at Batna 2 University has been randomly chosen to receive
the treatment. Besides, a questionnaire administered to a population
of 100 third year LMD students has been devised to account for the
different challenges and impediments faced by EFL learners. Results
obtained confirmed that, indeed, EFL learners face real challenges
and obstacles with respect to communication skills. More
importantly, this is alluded to the mediocrity of the different
pedagogic practices within the EFL context. Furthermore, it has been
showcased through data that ICT means serve as applicable sources
to cope with learners’ EFL communication skills problems and
difficulties. Thence, the current paper stands as a practical attempt to
come out with workable suggestions to promote the teaching of EFL
communication skills in the EFL context.
Keywords ICT, Communication Skills, Challenges, Impediments, EFL Context
An Approach for Teaching
English through Storytelling
Dr. Nadia Ghounane
Dr. Hanane Rabahi
University of Mascara
University of Saida
nadoushben@ymail
Abstract
In order to improve teaching and learning English as a foreign
language, teachers can use many tools such as poems, idioms,
proverbs and storytelling to provide pupils with the opportunity to
build a cultural knowledge of the target language and gain fruitful
results. Indeed, storytelling can be taken as a funny source of
information for pupils in middle schools since giving much
importance to teaching pronunciation and grammar rules makes the
learning process boring. At this stage, pupils need to know more
about the culture of the foreign language. To this vein, the rationale
of the current research paper is to explore teachers’ and pupils’ attitudes towards including storytelling in teaching English language.
Ultimately, another concern of this research paper is to promote an
inkle eye on whether the use of storytelling is beneficial in creating
an enjoyable atmosphere, improving the four linguistic skills and
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
developing the pupils’ cultural awareness of the target language or
not. To fulfill this claim, this research work gives an in-depth look on
teaching by using a storytelling-based approach through approaching
a systematic analysis based on a questionnaire, an interview and
classroom observation. To this end, the findings revealed that both
teachers and pupils believe that the introduction of storytelling in
learning a foreign language may improve their vocabulary and
understanding of the cultural dimensions between the target language
and their own. The results also demonstrated that through practical
sessions pupils enjoy the learning process through storytelling-based
approach.
Keywords A storytelling -based approach, cultural dimensions, English
language, teaching and learning process
Exploring the Pedagogical
Pyramid in a Digital
Dedicated Language
Laboratory
Dr. Nacer-Eddine BEN-
ABDALLAH
University of Souk-Ahras
ras.dz
Abstract One of the most fundamental concerns of post-secondary education in
Algeria is to improve and assure the quality of active teaching and
learning through the full implementation of information and
communication technologies. The present qualitative study is an
attempt to shed light on the commendable merits of the digital
dedicated language laboratory. It seeks to explore the richness and
complexity of the pedagogical four-sided pyramid model where five
main components: space, teacher, learner, content, and media fuse
and meet together. Such conceptualization facilitates cooperation,
negotiation, socialization, and the acquisition of a certain number of
learning skills.
Keywords DDLL; pedagogical pyramid; EFL; active teaching; learning skills.
Cooperative Learning in
Motivating Learners for
Grammar
Dr. Asma OTMANI
University of Tébéssa
Abstract
Using cooperative work in a foreign language class has become a
necessity in order to overcome the problems surrounding teaching
such a discipline, namely insufficient time allocated and large groups.
Despite its effectiveness in teaching English as a foreign language in
general, the motivational effect of cooperative learning on learners is
still uncertain, especially when teachers implement it in a
language/form module such as English grammar. Consequently, a
question remains unanswered concerning how and when to
implement cooperative learning so that both teachers of grammar and
learners benefit from this technique inside and outside the classroom
context. Accordingly, we question the extent to which well-structured
cooperative learning used in the grammar session can help in
motivating learners of English as a foreign language when learning
this subject. As an attempt to answer this question, a nineteen-
question questionnaire was administered to a hundred sixteen second
year students of English at the university “des Frères Mentouri” of
Constantine. After analysing the participants’ responses to the
questionnaire, the results have shown that cooperative learning, when
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
it is presented in the form of well-organised group/pair work, is
effective in motivating students as well as in helping them when
learning English grammar.
Keywords Cooperative learning, motivation, learning grammar, group/pair
work, foreign language students.
Are we Testing Right?
Dr. Ahmed BACHER
University of Biskra
ahmadbashar2012@hotmail.
fr
Abstract
The current paper undertakes to address the following question: Are
tertiary teachers at the departments of English testing their students
right ? This question is by no means an indictment to what it may be
qualified ‘‘faulty’’ examination papers despite the tone that may
sneak into the enunciation. This paper is primarily targeting to
disclose through different research tools the discrepancy between the
attributed marks, whether high or low, and the actual examinees’ uptake. It seems that no one from the various stakeholders (i.e.,
policy makers, parents, teachers, and students) is truly satisfied with
the poor quality of teaching, education, and students. All
stakeholders, at one time or another, have voiced their
disenchantment with the outcomes of formal education : inflation of
marks and paucity of good education. In sum, may it be claimed that
tests and results thereof are fooling everybody in Algeria ?
Keywords Test(s)- (faulty) examination papers- discrepancy- (inflation of)
marks- uptake-poor education
Prompting Brainstorming to
Improve the Students’ Writings
Dr. Hana BOUGHERIRA
University of Skikda
Abstract
Writing an assignment is a hard process and getting it started is even
harder. The students' inability to write easily does not always go back
originally to their lack of practice or to their limited exposure to the
different ways of developing a piece of writing, but, sometimes,
rather to the weakness of the used techniques themselves.
Brainstorming, as a pre-writing technique, is the main concern of this
study for its increasing use as an effective tool of creativity. Yet it
can be reworked to be even more effective. What makes
brainstorming deficient are two main factors: First, it focuses on the
idea of taming up and not thinking up which hinders the process of
generating more ideas other than the ones retrieved only from
memory. Second, it gives more attention to the quantity neglecting
quality. This is mainly attributed to its focus on recalling already
existing data and information without fostering the possibility of
bringing about new ones. This study aims at helping students pre-
write more effectively when using brainstorming technique. In other
words, it aims at helping students develop sound aptitudes and
principles when writing to be better thinkers and thus better writers.
The study in hand reveals that prompting brainstorming as a first step
in the discovery stage helps in stimulating effective generation of
ideas that are key to getting over the biggest hurdle of writing which
is getting started and thus producing better pieces.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Keywords Writing process, invention techniques, brainstorming, thinking in
writing, effective writing
May English Replace French
in Algerian Higher
Education?
Dr. Taoufik DJENNANE
University of Tlemcen
Abstract
Algeria is characterized by a fragmented language education policy.
While pre-university education is entirely arabized, higher education
remains linguistically divided with some fields offered in Arabic and
others (scientific and technical) still exclusively based on French.
Within this linguistic policy, English remains far behind French
although it is a mandatory subject of instruction introduced to
learners since their first year of middle school education. Although
decision-makers keep (explicitly) acknowledging the importance of
English, it still does not receive the same political push like French.
This parallels social wants, especially among the educated youth and
professionals whose calls are voiced for promoting English in the
educational sphere. As such, this paper tackles, beyond political
considerations, the feasibility of replacing French by English as
medium of instruction in scientific and technological institutions of
higher education. This builds on the verity that English is gradually
gaining ground to the extent that many researchers (teachers and
students) are now drafting their doctorate theses and research papers
in English. This is made further as some institutions have already
imposed English as the sole medium of instruction.
Keywords Agency, English, French, language policy, Medium of instruction
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
The Project Work as a
Pedagogical Task to Enhance
Learners’ Critical Thinking
Bachir SAHED
University of Msila
Abstract
Earlier studies infamously point out that learners’ thinking skills and
abilities usually stop at the levels of knowledge, comprehension and
application; that is, lower-order thinking skills (LOTS), without
developing higher-order thinking skills (HOTS) of creative and
critical thinking skills. The present study, thus, delves into the project
work and critical thinking. It investigates the way in which the
project work enables learners to develop their critical thinking skills
within the specific context of the Algerian first year secondary school
learners of English as a foreign language (Constantine, Algeria).
Therefore, we hypothesize that if the project work is well carried out,
learners’ critical thinking will be highly enhanced. In this research,
project work analysis is used as a tool to investigate the validity of
the hypothesis. Project work analysis comprises of the description
and analysis of the textbook unit and project work as well as
observation and analysis of learners’ productions. Hence, an
observation grid is designed to analyse the data gathered and decide
whether the project work is the context where critical thinking is
fostered. The findings revealed that learners were highly analytical
and evaluative. The study proves the efficiency of the project work in
enhancing learners’ critical thinking skills.
Keywords
The project work, critical thinking, problem solving, analysis,
textbook evaluation.
The Correlation between
Critical Thinking and
Comparative Studies
Insaf SANSRI
University of Annaba
Abstract
If we assume that there is no way to teach a foreign language without
addressing its culture, that our students possess a linguistic
competence based on their native culture, and that access to
multicultural contexts is inevitable in the age of globalization, we will
conclude that critical thinking and comparative studies are efficient
factors in developing educational programs of our foreign language
departments. The correlation between these factors lays in the way
comparative studies enable students to consider the importance of the
differences and similarities between cultures through interpretative
skills, from one end. From the other end, critical thinking enables
students to override difficult issues that comprise differences in
linguistic structures and distances between cultures. In other words,
critical thinking skills enable students to analyse the influence of
culture on language. If we take foreign languages as the product of
some mysterious western culture whose art is illogical, or whose
people are entirely different than us, we might experience the product
as charming but pointless. Equally, though, we should be wary of
assuming that the foreign culture and its language were just like ours.
Both comparative studies and critical thinking focus on asking the
right question to achieve an overall understanding of cultures and
languages. While comparative studies reveal diversity without
superiority or prejudice, critical thinking skills improve the process of
thinking per se through maximizing rationality, efficiency and clarity.
These factors enable foreign language students to encounter learning
difficulties and provide them with the ability to express their
identities in multicultural context.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Keywords
Critical thinking, comparative studies, teaching foreign language.
Critical Thinking: A Pillar of
Higher Education in the Era
of Globalization
Ouided ARAB
University of Constantine
Abstract
Critical thinking skills are of paramount significance in their
conceptualization as 21st century skills very necessary for students to
succeed in an ICT-driven age; they are even universally regarded as a
pillar of higher education. Taking the instance of students majoring in
English as a foreign language, at the University-des Frères Mentouri
of Constantine, Algeria, it is noticed that they are unlikely to employ
their critical thinking skill to the expected extent. They tend to sit
through a class, memorize some facts and work through assignments
with minimal efforts, without actually engaging or challenging the
higher-order thinking abilities related to complex processes of
learning, such as making inferences and problem solving. These
abilities, in fact, are very important since they enhance the
understanding of arguments and the expression of points of view and
critical judgments about any topic they discuss or read. To meet this
challenge, EFL teachers need to take conscious efforts to enhance
their students’ critical thinking and to help them become critical
readers as the bulk of knowledge they get in their studies is acquired
via reading. Hence, the focus of this paper is to investigate whether or
not EFL students at the University- des Frères Mentouri, Constantine,
Algeria really apply Higher-order thinking skills when they deal with
written materials.
Keywords
Critical thinking, critical reading, higher-order thinking skills, EFL
classroom, ESL/EFL teaching-learning.
Integrating Critical
Thinking Strategies in
Modern Teaching of
Literature
Rawiya KOUACHI
University of Setif-2
m
Abstract
While traditional teaching approaches of literature depend on
teachers’ spoon-feeding of learners, a modern approach that fosters
learners’ centeredness is teaching literature for personal enrichment.
Hence, one outstanding concern of modern approaches and pedagogy
is how to make learners autonomous and critical especially in LMD
system. Because many students drift away from literature class due to
its difficulty and complexity and since literature is a rich field for
critical thinking, it would be of paramount importance to implement
critical thinking strategies for a better learning and teaching. The
study aims at making literature an approachable subject by
implementing critical thinking strategies for the sake of making it a
systematic subject and stimulating learners’ motivation to learn it.
The study indicates that integrating critical thinking strategies mainly
reviving Socrates’ questioning method in a literature class would help
learners to enjoy their learning and get rid of rote memorization and
traditional methods of teaching literature. It aspires to foster a new
method in teaching literature, instead of confining to traditional
methods, to help learners in class and in their daily life since
literature is after all a reflection of human experiences. Consequently,
the study ends with some suggestions for pedagogical implications.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Keywords
Critical thinking strategies, learner centeredness, personal
enrichment, Socrates’ questioning method, teaching literature.
Literature and Critical
Thinking: Powerful,
Reciprocal and Concomitant
Relationship
Yasser SEDRATI
University of Biskra
Abstract
My presentation will address the binary of teaching literature through
critical thinking and teaching critical thinking with literary texts. This
paper attempts to show that teaching literature is practical means to
foster the sharpness of the students’ judgments. Critical thinking,
foremost, is the ability to reflect rationally and thoughtfully on a
given situation or a given information. The two poles of this paper’s
concern have reciprocal relationship, in the sense that literature par
excellence is a field that encompasses the life’s different experiences
and attitudes, and the need for having a strong basis to determine the
variety of meanings and ethos that writers imply in their literary
pieces demands a strong and decisive critical mind that students
should possess. Therefore, the teacher of literature module -as an
effective element- who steers the course of the lesson will turn his
class to a miniaturized room for the lifelong experiences which are
found in the literary texts that he teaches for his students. The latter is
done through escorting the lesson with skills and activities that make
the students think about their own thinking, and lead them to
recognize evidence, organize thoughts, spot over generalizations,
designate assumptions, and eventually draw primarily conclusions.
Principally, the critical thinking process shall be ingrained directly
and indirectly, and this is done by asking certain questions during the
course of analysis of literary texts which are in the curriculum, so that
arise highly with genuine class discussion which gives the
opportunity for students to practise their thinking skills, share their
knowledge, comment on their peers’ views, correct each other’s
mistakes, give their feedback and finally learn from each other.
Keywords
Literature, critical thinking, teaching, literary texts, thinking, skill.
Implementing Blended
Learning in EFL Classes to
Promote Critical Thinking
Ahlem CHELGOUM
University of Annaba
Abstract
Faced with the widespread growth of technology, the educational
system and the students’ needs are undergoing critical changes. One
of these impressive changes that the 21st century classroom is
witnessing is the use of blended learning. The core concept of
blended learning is the convergence of both face-to-face and online
education to support the traditional approach of teaching and
learning. The major concern of this research paper is developing the
students’ speaking skill and proficiency in English language. It
intends to examine to what extent the incorporation of online
platforms and online interactive projects can be fruitful in oral
sessions. Thus, it first tries to shed some light on the benefits of
implementing blended learning strategies in promoting students’ critical thinking, tracing its basic concepts and pointing out some of
its challenges. Second, it ultimately endeavours to investigate
students’ motivation, enthusiasm, and especially readiness towards
the new trend for the sake of enhancing their speaking achievement.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Hence, as an attempt to take the advantages of blended learning
strategies and to suggest some recommendations to boost the
educational pedagogies in EFL classes, a study is conducted at the
University of Constantine 1, Department of English. The findings of
this study aim at paving the way forward to further improvements of
the teaching-learning experience, mainly to foster the learners’ competencies and skills.
Keywords
Blended Learning, critical thinking, online education, EFL classes,
interactive projects
Towards Developing
Algerian EFL Learners'
Critical Thinking Skills: A
Shift in the Teaching
Pedagogy
Lydia BENMOUHOUB
University of Algiers-2
Lydia.benmouhoub@univ-
alger2.dz
Abstract
In a world of media and technology, the ability to think critically is
one of the primordial requirements for any language learner. The
concept of critical thinking is in itself given various explanations by
specialists like philosophers, psychologists, and researchers in the
field of Applied Linguistic and TEFL. As a matter of fact, in its
secondary and tertiary level, the Algerian Educational System seems
to be still influenced by the pedagogy of the oppressed, which
considers learners as passive recipients of knowledge. The aim of the
present research paper is to discuss and highlight some of the
significant strategies and techniques that will help teachers in training
the learner's mind to think critically. In light of this, we will review
some insightful and influential studies related to critical thinking and
the pedagogy of the oppressed by making an analysis as well as an
evaluation of the results that have been found. The study will also be
based on a questionnaire, which will be administered to 40 (high
school and university) teachers of English from different regions of
Algeria in order to investigate their attitudes towards the strategies
and techniques adopted to train the mind of language learners to
develop their critical thinking skills. We will conclude with some
practical suggestions and insightful recommendations both for
teachers and researchers.
Keywords
The learner, the mind, critical thinking, strategies and techniques,
pedagogy
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Discourse Analysis and its
Implications for English
Language Teaching
Methodology
Dr. Mahbouba MESSERHI
University of Khenchela
mahbouba.messerhi@gmail.
com
Abstract
With the recent developments in the field of discourse analysis, new
methodologies started to recognize its applications to language
teaching. The aim of this presentation is to consider and discuss the
relevance of applying discourse analysis to English language
teaching. Adopting a discourse- based methodology implies the
assumption that learning a foreign language is not merely about
learning its isolated sounds, or its lexical items, or sentences, but
rather it is about the learners’ ability to engage with texts in different
contexts of use. Considering the relevant literature, teachers should
have a clear understanding of the discourse-based approach to
language in order to provide students with the type of activities to
develop their discourse competence. In addition, one of the first
priorities of language teaching today should be how to develop the
learners’ ability to cope with the target language texts both in terms
of comprehension and production.
Keywords
Discourse analysis, discourse competence, English language teaching
Poster Design: As an
Innovative Multimodal
Learning Experience
Dr. Souryana YASSINE
University of Tizi Ouzou
m
Abstract
Taking its origins from the discipline of Social Semiotics,
Multimodality is often associated with modern communication
studies. Multimodality is, therefore, better understood as a form of
enquiry about the semiosis process which consists of the making, the
transmission and the interpretation of meaning using the multiple set
of semiotic resources available within a given cultural context. It also
considers the combination of different media in producing
multimodal/multisemiotic texts. Likewise, it calls for a new literacy
which goes beyond the traditional linguistic one and which needs to
be fostered at different levels of education. Multimodality is being
integrated in different educational contexts around the world and
studies on the field are either covering the development of
multimodal literacy in early education or analysing multimodal
practices in classrooms. The present paper accounts for an attempt to
integrate multimodality in the curriculum of TEFL at the level of
Higher Education, which is traditionally known as a linguistic led
discipline, where students’ outcomes are displayed and subsequently
measured through their linguistic productions. Our attempt consisted
in setting a workshop about Academic Poster Design for Masters’ students as an innovative learning experience. The objectives of the
workshop were threefold; a) put into practice theoretical knowledge
about social semiotics and multimodality learnt during lectures b) be
involved in a teamwork that calls for collaborative skills and which
requires the use of the students’ various semiotic resources, and c)
produce a multimodal text that reflects students’ ability to
communicate their ideas. The experience and the outcomes of the
workshop contributed to setting an innovative learning situation
where students’ motivation contributed a lot to their involvement.
Multimodality teaching contributed to boosting their creativity and
made them better aware of their respective resources.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Keywords
Social semiotics, multimodality, poster design, modern
communication
Manifesting and Embedding
Creativity in Teaching
History
Ahlem HAMZAOUI
University of Annaba
Abstract
Creativity in teaching is manifested in many ways mainly teaching
creatively and teaching for creativity. Teaching creatively might be
described as teachers using imaginative approaches to make learning
more effective. Creative teaching is done by teachers who are
innovative, and who encourage students’ questions. This does not
mean abandoning standards; rather it is an invitation to think of more
stimulating ways to meet them. History is a unique subject possessing
the potentialities of both a science and an art. History teacher argue
that the events of the past are unique and that it is the teacher’s role to
comprehend the particularity of past events, to re-create past
actualities and to explain through intervening detail, in short, to tell a
story. The teaching style of each teacher exemplifies the use of
competing interpretations, the teacher as a guide rather than arbiter of
truth, and an emphasis on thinking about important questions.
Teaching history in rigid chronological sequences will render the
subject boring and disinteresting. Creativity must be a part in a
history session through giving learners the chance to involve
themselves and be an active part of the course. For instance, in a
lesson of political parties, students may be divided in to different
groups. Then, each group is going to represent a particular political
party and each student within each group is going to be a member
who is going to suggest, debate, and discuss given issues.
Consequently, learners are going to broaden and cultivate their
minds, being prepared for intellectual enjoyment, and being assisted
to exercise a salutary influence upon the affairs of their country.
Embedding creative ways in teaching history is a must because
history is the root and future is the fruit.
Keywords
Manifesting, embedding, teaching, creativity, history
Translation as a Fifth Skill in
Learning Vocabulary: A
Thinking-aloud Protocols
Study
Houda AYACHIA,
University of Constantine
Abstract
Recently, many researchers (G. Cook, 2010; Leonardi, 2010;
Malmkjaer, 2010) have questioned the outright dismissal of
translation from the foreign language classroom and called for
reassessing its role. Moreover, some scholars welcomed it as a fifth
skill alongside reading, writing, listening, and speaking. This study
attempts to reconsider the rejection of translation and also to provide
more empirical support to the literature in favour of it. So, it is
hypothesised that if translation (Arabic-English-Arabic) helps in
promoting learning vocabulary as the other four skills do, it can then
be considered as a fifth skill. To check the hypothesis, a thinking-
aloud protocols study was used to gain an in-depth understanding of
how translation may promote the learning of vocabulary. The data
analysis showed that translation may serve the learning of vocabulary
in many ways mainly as a focus-on-form activity and as a pushed
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
output task with a high involvement load.
Keywords
Translation, the fifth skill, learning of vocabulary
Prescriptivism versus
Realism Vis-a-Vis the
Competency-Based
Approach
Djalal MANSOUR
University of Constantine
Abstract
Targeting one of the mega axes of this international study day, our
paper has sought out to furnish ample research-fed accounts on the
glaring myths and striking realities all bearing on the prophesied
viable applicability of the competency-based approach in EFL
English classes where most recipients of the linguistic input are
widely referred to as lower-ability performers by local practitioners.
We, for feasibility rationales, opted for secondary-school classes
teachers, novice as well as fully-fledged, to be providers of the
requisite data wherewith we could arrive at satisfactory answers to
the three primary questions our undertaking has grappled with: 1) Do
teachers genuinely have at their pedagogic toolkit disposal sufficient
grasp on the various trappings of this contemporary approach; 2) Do
they run into predicaments that make them convinced that this
approach is more of a hindrance than an asset to triumphant learning;
and 3) Do they bend, out of sheer experience and commonsense, to
the inevitable conviction that explicit teaching is the best way
forward? To glean adequate data for our research undertaking, we
tailored and administered a semi-structured questionnaire to
seventeen secondary-school English language tutors. The
overwhelming bulk of the amassed data have yielded a wide range of
insightful findings all of which pointed to one unified conclusion: in
the local secondary schools the merits of this approach are far
outstripped by its virtually countless demerits. We have, in the same
vein, inferred that the local pre-university academic community is in
desperate need for explicit-instruction approaches to language
teaching: wholesale application of competency-based approach does
serve to perplex the learners. Therefore, the local researcher province
does actually cry out for further scrutiny of this state of affairs for
tailoring an approach that does not alienate our learners. It’s high
time we abstained from importing educational policies which have
proven to deliver outstanding outcomes beyond our country’s
borders. An a priori remolding of the approach is a must that stares us
all in the eye.
Keywords
Competency-based Approach, secondary-school teachers explicit
instruction, language
I Love Music and I Love
Languages, Why Don’t I Mix
the Two?
Sarah KELLIL
University of Constantine
Abstract
Traditionally, educators and teachers have been mainly concerned
with assessing what learners must acquire instead of how they
acquire it, but recently, a proliferation of research on the different
teaching methods and techniques have proved that the old school
model is dead. Learners now have a stronger desire to participate, to
be involved, and to communicate inside language classrooms. Thus,
the very first thing teachers must do is changing the atmosphere in
which learning takes place; the total atmosphere must be non-
threatening and positively welcoming in order to raise learners’
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
success and break down the different barriers they bring to classroom.
For that reason, educators and psychologists have recently developed
different teaching methods covered under the so-called “Affective-
Humanistic Approach”, an approach in which there is respect for
learners’ emotions and feelings. One easy way in doing so is the
inclusion of background classical music in FL classes.
Keywords
Classical Music, memory, intelligence, emotions
A Praxis of Creative
Education on Master 1
Students of English
Sabri HAFDHALLAH
University ofAnnaba
Abstract
Throughout the course of time, the human mind strived to quench its
exponent thirst for knowledge. The human salience of knowledge
acquisition is considered a natural concomitant of an atavistic
phenomenon gifted to the human being called: creativity. This is so
far in accord with the view that the sui generis human ability to
comprehend, visualize and then materialize intricate sets of ideas is
not an outcome of spasmodic whims, but a sparkling evidence that
human creativity has existed ab initio. This paper will aim to cast a
gaze on an innovative teaching technique called: Creative Education,
and how it can be implemented to boost student's creativity and
uplift, in the overall, their critical thinking abilities. Among the
threads upon which the corpus of the study is twisted springs from
the author's personal experiences with teaching Master 1 students of
English at Larbi Tbessi University and a variety of garnered notes on
the topic.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Free Writing: Discover Mind
Abilities and Raise Self-
Esteem
Sara FELLAHI
University of Sétif-2
Abstract
According to my experience as a writing teacher, it has been noticed
that EFL university students have many writing difficulties which go
back not only to linguistic reasons but much more to psychological
reasons such as writing apprehension and low self-esteem. When they
are given a topic to write about, students spend much time thinking
and some of them could not finish writing a sentence by the end of
the given time; one common problem they claim is lack of ideas. This
is natural but an obstacle because they think they are poor writers and
completing the blank page becomes frustrating. Always getting
started is the most difficult step in any work we intend to do;
therefore, I want to shed light in this research paper on an important
prewriting strategy which is free writing in an attempt to help EFL
university students discover the power of their minds and therefore
raise their self-esteem. Hence, the hypothesis is: free writing strategy
is assumed to be an effective prewriting strategy to raise EFL
students’ self-esteem. To test the hypothesis, a self-esteem scale will
be used before and after second year EFL students at Sétif 2
University experience free writing strategy.
Keywords Free Writing, EFL writing, pre-writing, Self-esteem.
Features of academic writing
Hamza AIS
University of Batna-2
Abstract
Writing is a complex productive task. Any writing performance
involves a set of principles such as: organization, accuracy, cohesion,
coherence, sentence structure, and word choice. The latter is
considered to be a crucial component in all the genres of writing
including academic writing. That is, each genre of writing has to be
taken cautiously especially when referring to the style of writing. As
a researcher, one has to be selective using formal words, or once
again formal language. As being an academic task, research is not as
any activity, but rather an academic task which requires a cautious
writing style. Academic writing then, is characterized by a set of
features those which has to be taken into account in writing
dissertation, articles, theses, and other different academic papers.
This paper’s main interest will be on introducing the notion of
academic writing in writing research papers. In addition, it will
discuss the main features in academic writing as it will compare non-
academic with academic writing as an important issue in any research
paper.
Keywords Academic writing, research paper, writing style
The Importance of Critical
Thinking in Academic
Writing
Abstract
The study aims to concentrate on the important role of critical
thinking in improving students’ skills in academic writing. Critical
thinking which emphasizes on an analytical and logical way of
thinking help students raise vital questions and find strong arguments
to achieve different conclusions. Because of the increase use of
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Halima BRAHMI
University of Tebessa
technology, students become passive receptors of information.
Without learning critical thinking skills, students will deal with
biased, prejudiced, illogical papers and consider them as appropriate
for the academic research. Students need to develop and effectively
apply critical thinking skills to their academic studies to face the
information explosion and the rapid technological changes. The
critical thinking allows students to use evidence in order to evaluate
scholars, thinkers, and writers ‘points of view. The critical thinking
gives them such enthusiasm so as not to accept all what is written by
others; but on the other hand, to challenge their arguments, resolve
problems and come to a well-reasoned resolution to complex
problems. Discussion method, reciprocal peer questioning, and
conference style learning are teaching strategies that the study aims to
clarify in order to help promoting students’ critical thinking.
Keywords Critical thinking, academic writing, analytical thinking, technological
changes
Jigsaw Portfolios- based
Writing Courses for Self-
regulated Learning
Rihame BOUDJELLAL
University of Constantine
Abstract
The present research used jigsaw Portfolios (J-Portfolios) - based
approach in university EFL composition courses. The aim was to help
students mature as self-regulated learners through providing a
collaborative constructive and productive environment reflecting the
writing process approach. . A randomized sample of 40 second year
university students was divided into experimental group (J-portfolio
method) and control group (traditional method). Data sources
included the pre- post Motivated Strategies for Learning
Questionnaire (MSLQ), as well as, the pre- post Written Performance
Tests (Wr. Pr. Test); data was collected during the second term of the
academic year 2015- 2016. Findings revealed that J-portfolios- based
writing courses contributed to students’ development of self-
regulatory capacity.
Keywords Collaborative learning, jigsaw, portfolios, self-regulated learning;
written performance.
Enhancing EFL Students
‘Academic writing through
Developing Critical Thinking
Skills as a Motivational
Strategy
Adel BABAHOUM
Dhikra HAROUG
University of Batna-2
Abstract
Critical thinking is the intellectually disciplined process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as
a guide to belief and action. The ability to think critically is a tool to
develop accurate and academic writing performance. Current
literature reveals that explicit instruction in, and practices of; critical
thinking strategies in the EFL classroom can improve students’ not
only writing styles but also writing skills. Adoption of critical
thinking strategies can also prepare students for the rigors of college,
as well as helping them develop the skills necessary to compete
economically in a global environment. The present study surveys the
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
effectiveness of critical thinking skills in the EFL context as a
motivational strategy to enhance EFL students’ academic
performance in writing. It follows the exploratory type of research
and combines both quantitative and qualitative data. A questionnaire
was administered to twenty master 2 students selected randomly and
supported by an interview held with four teachers who accepted to
respond to our request. The findings of the study provide us with
significant insights about the implementation of critical thinking
skills in the EFL context to have a positive impact on their EFL
learners’ motivation. Furthermore, their academic achievement got
evolved in that students who receive better instruction in a critical
thinking strategy were better able to demonstrate critical thinking in a
post-strategy instruction assessment.
Keywords Critical thinking, academic writing, motivation
The impact of Screen Cast
Feedback on Students’ Writing: A Case Study of
Second Year ENS Students-
Constantine
Samiha KHOUALDI
University of Ouargla
Abstract
The present study aims at investigating the effect of screencast
feedback on students’ writing skill. Data were collected using a
quasi-experimental design which was conducted at the Ecole
Normale Supérieure (ENS) of Constantine. Participants of the study
were (20) second year major English students who were divided into
control and experimental groups. The two groups were firstly
pretested by being asked to write a descriptive essay then randomly
allocated to one of two groups: control or experimental. During a
one-month treatment the control group received written commentary
while the experimental group received screencast feedback as their
writing feedback. At the end of the experiment, the two groups were
post tested through the same essay type. Results of the paired t test
and the independent t test revealed that the experimental group
outperformed the control group. A questionnaire was administered to
the intervention group students to validate the experiments’ results
and to enquire about their attitude and perception of screencast
feedback. Results of the experiment and the questionnaire proved that
screencast feedback is effective in improving students’ writing skill.
Keywords Writing, screencast feedback, traditional feedback, writing
proficiency.
The Omnipresence of Media
and its Effects on Language
Learning
Meriem GUERILLI
University of Skikda
Abstract
In this age, technology draws the course of our lives in multiple
ways. Education has known a lot of changes due to all the
technological advances and innovations. In the classroom, technology
can affect learners’ acquisition of language. Media literacy is a must
for both learners and teachers to reach a common ground on what to
learn and how to learn it. A teacher cannot control learners’ language
acquisition because individual differences can urge the teacher to
make learners autonomous. Language learning is a part of human
knowledge and cultural awareness. It is beneficial to acquire a new
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
language as long as it helps a learner achieve a personal or a
professional goal. In a language classroom, media literacy can play a
major role to unlock to different media messages implied. The
teacher helps learners build awareness of those messages without any
interference in the process except when s/he guides them to find new
ways to acquire new skills which is to show them how to rely on their
own abilities. Today’s learners know a lot about technology and its
different applications, for that the big part of their time is spent on a
device and the other time left is spent at school. So why not mingle
both i.e. learning and technology. As the world evolved so our
language was affected and thus technology is unavoidable to use
inside or outside the classroom and also with or without the teacher’s
help. Recently, the reliance on technology made people’s lives easy
and learners’ understanding easier. The importance of media literacy
does not help only in a language classroom but also can open doors to
understand the culture of the target language.
Keywords Media literacy, language, technology, learners’ autonomy.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Interdisciplinary: The
Collaboration between
Language and Disciplinary
Specialists
Dr. Djamila
BENCHENNANE
University of Mascara
Abstract
We often hear of disciplinarity, multidisciplinarity, cross-
disciplinarity and interdisciplinarity in higher education.Thus, a
challenge will arise in teaching and learning. This paper is going to
deal with one of them “Interdisciplinarity”. In engineering classes for
example, while studying ESP (English for Specific Purposes) that is
English module in their specialty, and concerning communication in
their classrooms, "Writing" is a process that they require in their
courses, in lab and project reports, and also on tests where students
must "work out" the answers, where mathematical and graphical
representation are fundamental modes of engineering communication.
Moreover, these students are taught about the methods, modes of
reasoning, and forms of evidence that constitute disciplinary
epistemologies and are embodied in disciplinary writing. They don't
teach them writing using grammar and mechanics. They teach
students how to read images taken by scanning electron microscopes,
how to conduct experiments that vary processing conditions to
manipulate material behavior, and how to interpret the resulting
relationships. By abstracting themselves from "writing," they divorce
knowledge from the epistemological frameworks that underpin that
knowledge and the discursive practices by which it is constructed.
They suggest a neat division between language and content. Wolfe
points out in her analysis of twelve such books, this approach fails to
meet the needs of students in engineering and the sciences (Wolfe,
2009). "Writing" in the absence of "content" is divorced from the
discourse structures that sustain the discipline. This paper seeks
therefore, to explore the need for teaching collaborations marked by
interdisciplinary approaches. It examines the ways in which an
interdisciplinary framework can mediate issues surrounding trust
among content and language collaborators. The collaboration
between language and disciplinary specialists should be located
institutionally: the language specialist should be 'embedded' in a
disciplinary department, to maximize interaction with discipline
specialists, or located in a service unit or centre, or perhaps a
combination of both". (Baynham, 2010, p.). Our survey was
conducted in the field on first year engineering students in the Faculty
of Technology at the University of Mascara, Algeria: we interviewed
teachers to elicit reflections on partnership in team teaching. Thus,
we have compiled data on team teaching, from the faculty members,
that we are going to present in our present work.
Keywords
Interdisciplinarity, collaboration, language, content, needs
Students’ Attitudes towards
Collaborative work in ESP
Classes: Case of Students at
ESTI Annaba
Hadjer BOUMAZA
Imene TABOUCHE
Abstract
Learning in the 21st century demands from learners to be
appropriately trained and greatly prepared to become responsible,
autonomous and lifelong learners. These 21st century learners are
joining a workplace seeking from them to communicate, think
critically, solve problems, share different findings and work
collaboratively. In fact, there was a shift of attention from traditional
approaches to learning, where learners are considered as passive
elements, to new different approaches that support the active
presence of learners and help them to develop important skills like
DAY 2 47
Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
University of ESTI Annaba
University of Guelma
m
collaboration. Despite all the important educational changes, little
attention is offered to the importance of learning through
collaborative work. This study attempts to investigate students’ attitudes towards working collaboratively in English for specific
purposes (ESP) courses. Data for the study were collected from 16
students in two departments at The Superior School of Industrial
Technologies- Annaba, Algeria. In order to carry out this study, a
questionnaire and semi-structured interviews are used as qualitative
and quantitative tools. The results obtained showed that the majority
of students are not aware of the important role of collaborative work.
Conclusions drawn from this study led to provide some
recommendations and suggestions to help ESP students to work
collaboratively so that they will be able to deal with new and
changing situations.
Keywords
Collaborative work, English for a Specific Purposes, 21st century
needs.
Collaboration and the 21st
Century Teaching
Meriem KATER
Amel BOUMAIZA
University of Souk Ahras
Abstract
As we enter the 21st century, significant and indispensable change is
coming from all directions. Many changes like the influences and the
advancement of information and technology, and the complex society
require the needs to prepare students to live in this rapidly changing
world successfully (Anderson, 1996; Paul, Elder & Bartell, 1995;
Rfaner, 2006; Schneider, 2002; Sotillo, 1991). We agree that 21st
century teaching brings with it a mixture of challenges and
opportunities. Challenges include the issues of teachers’ collaboration, changing student population and student expectation,
and penetrating demand to build students’21st century skills. One
important way in preparing students to live in the world today
successfully is equipping them with collaboration skill. Collaboration
is progressively viewed as a significant educational tool, and most
models of 21st century education include collaboration as a key skill.
The act of learning has become much more of a social interaction,
which would lead to greater opportunity for peer teaching and
learning (Vygotsky, 1997). Domalewska (2014) referred to
collaborative learning as the kind of activity where students are
encouraged to work together creating a social activity that is
completely different from solo learning using practice exercises and
memorization. The objective of this paper is to create a guide for
faculty that will improve instructional quality by creating greater
faculty awareness, understanding and collaboration with teachers and
students in key teaching-learning processes in the classroom. First,
we briefly examine the literature on collaboration, collaborative
teaching and learning. Next, we describe the approaches of
collaboration. Finally, we discuss the impact of collaboration on 21st
century teaching. This paper is a significant step in an effort to
promote the inclusion of 21st century knowledge and skills formally
into student preparation programme.
Keywords
Teaching learning process, 21st century teaching, collaboration,
impact of collaboration
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Students Perceptions
Toward Collaborative
Writing in Teaching English
as a Foreign Language: The
Case of 2nd
Year LMD
students at the Department
of English of Tebessa
University
Manel MIZAB
Abdalah BOUCHEGRA
University of Batna-2
University of Oran
Abstract
Henry Ford says: “Coming together is a beginning, keeping together
is progress, working together is success.” Such principles are the
basis of both Communicative Language Teaching (CLT) and Task-
Based Language Teaching (TBLT) which can be adopted in
enhancing the communicativeness of any language skill. Writing, for
instance, has always been prestigious in many scholars’ works;
nonetheless, little attention has been paid to its communicative and
socio-cognitive nature which can be established through
Collaborative Writing (CW). With the uprising of Vygotsky’s
theories of communication and psychology, there has been a
tendency to instigate change in learning patterns: from individualistic
and competitive to Collaborative Learning (CL). It is beyond all
disputes that any student has undergone the writing skill which is
taught at all levels through the old-fashioned individualistic learning
with the few exceptions we can count on the fingers of one hand.
Hitherto, the humdrum tasks of writing essays individually and non-
stop may engender boredom in some students who are eager to
experiment brand new ideas and to enhance their writing. Hence, in
order to gain insight into ways to enhance students’ abilities to write,
we grapple to answer the following question: How does the
indulgence of university students in CW foster their solo written
performances? This research is based upon students’ perceptions
toward introducing CW in teaching writing. Thus, after having
writing collaboratively, students answered an attitudinal rating scale
from which their perceptions are extracted. Results indicate that CW
yields positive and negative features that either promote or hamper
group work. In addition, students’ reflections show their motivation
and readiness to transfer what occurred in CW to solo writing. As a
result, it can be drawn that CW may foster learners’ individual
written performances; however, this can be utopic, for the students
may encounter difficulties that hinder the ongoing process of CW,
and that may affect negatively their perception on writing.
Keywords
Collaboration, collaborative writing, joint-learning, perceptions,
TEFL.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Towards Theoretical
Grounding for the Inclusion
of ICTs in EFL Classrooms
Hicham BOUKHECHBA
University of Adrar
hicham.boukhechba@gmail.
com
Abstract
In education realm, there is often the call for the integration of
information and communications technologies in EFL classrooms as a
reason for the advantages they bring. What this paper aims at is to
establish a theoretical ground on which technology can be
implemented. Instead of using ICTs as merely assisting tools at the
level of techniques in teaching, a dedicated theory would ensure
effectiveness and efficiency. In the endeavor to realize such quest,
instructional design has been employed as a framework. The
methodology opted for the research consists of an experiment on two
middle school classes with 60 learners. In both classes technology is
present; however, one is taught with Competency-Based Approach
while the other with instructional design. The results of the posttests
demonstrate that the treatment class has better scores than the control
one. The reason lies in the systematicness instructional design provides
well-defined procedures for the teacher to handle tools and keep the
lesson oriented toward its objective. Nevertheless, the limitation of the
adaptation of instructional design is in extensive training required for
teachers.
Keywords
Instructional design, education, framework – ICTs
Critical Thinking and
Problem Solving
Rym BOUGHERARA
University of Algeirs-2
Abstract
Critical thinking is a vital skill in the language learning process. It
allows both teachers and students to see and understand the most
important aspects of the world. In addition, students at different level
in general, and at the higher level in particular must not be just
consumers of the knowledge; instead, they need to be both critical
thinkers and problem solvers. Therefore, critical thinking skills and
problem solving have to be integrated in the educational process in
order to achieve high quality learning. The main purpose of this paper
is to highlight the importance of critical thinking skills and problem-
solving activities in the language learning process. It attempts as well
to determine some strategies and methods that can be adopted by
language teachers in order to promote students’ abilities to think
critically and solve problems. As far as critical thinking and problem
solving are two innovative trends in teaching foreign language, the
current study will shed the light on the most important strategies and
methods that foster them in relation to English as a foreign language
student.
Keywords
Critical thinking, problem solving, EFL Students.
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Foreign Languages Teaching: Preparing Learners for 21st Century Competencies and Skills
Communication Difficulties
Encountered by EFL
Learners
Salma ALEB
University of Mostaganem
Abstract
The present study examines EFL university learners’ communication habits
to explore the nature of the problems they experience when communicating
and aims at suggesting some possible ways to overcome them. To achieve the
aim of the study, it has been employed the analytic descriptive approach. The
subjects of the study consisted of 60 second year LMD students drawn from
English Department at Biskra University. Two tools were employed for data
collection: a questionnaire and an audio-recorded interview with the students.
The results of the study demonstrated a ‘low’ speaking proficiency level
among EFL undergraduates along with negligible instruction of the speaking
skill at university courses’ level. More highlighted difficulties by this study
were as these of: The use of the mother tongue in EFL classes, overcrowded
classes, and lack of time. An added factor related to teaching methodology is
the quasi‐absence of theoretical teaching as a prerequisite for the success of
specific learning activities. Accordingly, exposing learners profusely to
English in various ways inside and outside the classroom, adopting an
only‐English eclectic approach to teaching the language, and combining
theoretical instruction with practical teaching can considerably contribute to
surmounting the students’ learning difficulties, and hence to the achievement
of their communicative competence. Results showed that the students knew
what effective communication entails; proper negotiation of meaning through
well-constructed message. Results also showed that the students could
understand the message addressed to them but they experienced difficulties
responding properly. The students reported that the problem they faced in this
respect was due to their limited knowledge about the target language and
shyness, pronunciation difficulty, inadequate knowledge of grammar and
inappropriate use of vocabulary items badly affect learners' oral
communication.
Keywords
EFL, problems, speaking proficiency, communication
A Suggested Metacognitive-
Based Approach to
Developing Cohesion and
Coherence in EFL Essay
Writing of Master Students
Manal Horiya
BOUDGHENE
STAMBOULI
University of Mostaganem
Abstract
Writing is considered as an essential skill that English as a foreign
language (hereafter, EFL) leaners should master in order to produce
accurate, or at least readable, pieces of work. Yet, many EFL learners
claim that writing is difficult to learn as they face many hindrances
mainly with cohesion and coherence. This study is aiming at
investigating the effect of metacognitive-based strategy writing
instruction in developing EFL essay cohesion and coherence. The
methodological approach adopted for this study consisted of a pre-
experimental research that was conducted with first-year EFL Master
Students at the English Department in Abou Bakr Belkaid University-
Algeria. Different research instruments were used to gather data: pre-
test, post-test and stimulated recall protocol. The collected data were
analysed using a mixed methods approach, that is, both quantitatively
and qualitatively. After analysing data, the main findings indicated the
existence of writing obstacles with cohesion and coherence that most
first-year EFL Master Students encounter. The other finding which
may be worth mentioning is that longer strategy training would make it
evident that explicit metacognitive-strategy instruction can develop
EFL essay writing cohesion and coherence.
Keywords
EFL cohesion and coherence, metacognitive strategy-based writing
instruction.