PEOPLE S DEMOCRA TIC REPUBLIC OF ALGERIA

M INISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

UNIVERSITY OF ABOU BAKR BELKAID TLEMCEN

FACULTY OF LETTERS AND LANGUAGES

DEPARTMENT OF ENGLISH

SECTION OF ENGLISH

A ssessing E F L L ea r ner s Communica t ive C ompet ence

THROUGH THE M ULTIMODALITY A PPRO A CH : A CASE STUDY OF

T hir d - Y ear E F L S t udent s a t t he U niver sit y of B iskr a

T h e s is s u b m i t t e d to th e D e p a r tm e n t o f E n g lish in c a n d id a c y f o r t h e d e g r e e o f D o c to r a te

(D id a c tic s a n d A s s e s s m e n t in E n g lish L a n g u a g e E d u c a t io n )

P r e s e n te d by : M eriem OTHMANE S u p e rv is e d b y : Dr. N aim a BOUYAKOUB

B oard of Exam iners

Pr e s i d e n t P ro f.Smail BENMOUSSAT (P ro fesso r) Un i v e r s i t y o f Tl e m c e n

S u p e r v i s o r Dr. Naima BOUYAKOUB (MCA) Un i v e r s i t y o f Tl e m c e n

In t e r n a l Ex a m i n e r P ro f .Radia BENYELLES (P rofesso r) Un i v e r s i t y o f Tl e m c e n

Ex t e r n a l Ex a m i n e r Prof. Belabbes OUERRED ( P ro fesso r) Un i v e r s i t y o f S i d i Be l a b e s

Ex t e r n a l Ex a m i n e r Dr. Chahrazed HAMZAOUI (MCA) Un i v e r s i t y o f A i n Te m o u c h e n t

Academic Year : 2020/ 2021

A B S T R A C T

It is a tim e ly m o m e n t fo r th o se in v o lv ed in education ; teach ers , lea rn ers and

s tak eh o ld e rs to flex ib ly su rv ive w ith th e d y n am ic chan ge o f tea ch in g and lea rn in g

d em an d s in th e 2 1 st cen tu ry .T he c u rre n t s tudy seeks to re sea rch th e ad eq u acy o f

a p p ly in g th e m u ltim o d a lity a p p ro ach in th e c lassro o m -as a n e w en v is io n - fo r

a ssess in g th e le a rn e rs ’ co m m u n ica tiv e com p etence . C onsequ en tly , w e sp ecu la ted

th a t th ro u g h th e e x ecu tio n o f th is rec o m m e n d e d a p p ro ach in th e c lassroom , th e

in s tru c to r w o u ld have th e capac ity to a ssess h is le a rn e rs ’ co m m u n ica tiv e co m p eten ce

m o st e ffic ien tly . T o v a lid a te th is h y p o th esis b o th q u an tita tiv e and q u a lita tiv e stud ies

a re used . T he goal o f th is th es is is to fu r th e r ex am in e th e e ffec tiv en ess an d v a lid ity

o f a d o p tin g such a p p ro ach in th e c lassro o m to assess th e le a rn e rs ’ co m m u n ica tiv e

com p etence . T h is s tudy e m p lo y ed a “ C lassro o m A c tio n R e se a rc h ” desig n w h ich is

co m p o sed o f fo u r steps (p lan n in g , acting , ob serv in g an d re flec tin g ), it w a s carried

o u t on T h ird Y e a r lea rn e rs in th e D e p a rtm e n t o f E n g lish a t B isk ra U n iv ers ity d u rin g

th e second te rm o f th e acad em ic y e a r 201 7-2 0 1 8 . T he to o ls u sed to reach th e se ttled

o b jec tiv es are p re -te s t an d p o s t-te s t th a t w e re d esig n ed an d a d m in is te red b e fo re and

a fte r th e in te rv e n tio n phase , a fu rth e r to o l w a s q u estio n n a ire s th a t E F L te a c h e rs and

lea rn e rs w ere in v ited to fill in . A d o p tin g th e tr ia n g u la tio n o f th e m eth o d , an

in te rv iew w ith teach e rs w a s c a rried o u t in th e acad em ic y e a r 2 0 1 8 - 2 01 9 in o rd e r to

g a th e r th e n eed ed d a ta ab o u t th e to p ic u n d e r study. T h ere w e re tw o ra te rs to eva lua te

th e lea rn e rs ’co m m u n ica tiv e com p eten ce ; P a ir sam p le t- te s t w a s u sed to analyze th e

q u an tita tiv e d a ta an d th e h y p o th esis te s tin g w as c o m p u ted u s in g SPS S “ S ta tis tica l

P ac k a g e fo r th e Socia l S c ien ces” . F in d in g s o b ta in ed in th is re sea rch in d ica te th a t th e

m u ltim o d a lity a p p ro ach can le n d a h an d to le a rn e rs to deve lop th e ir co m m u n ica tiv e

co m p eten ce , m ostly ; lin g u is tic , so c io lin g u is tic , d isco u rse and , s tra teg ic co m p eten ce

.F u rtherm o re , it h e lp s te a ch e rs a ssess th e ir le a rn e rs ’ c o m p e ten c ie s in n o v a tiv e ly u s in g

ed u ca tio n a l v ideos, ed u ca tio n a l gam es, edu ca tio n a l songs, ro le p lay s an d d iscussions.

K e y w o rd s : M u ltim o d a lity a p p ro ach - A ssessm en t- C o m m u n ica tiv e C o m p eten c e ­

L e a rn in g sty les- E d u c a tio n a l so ngs- E d u c a tio n a l v id eo s- E d u c a tio n a l gam es.

VI

TABLE OFCONTENTS

STATEM ENT OF ORIGINALITY XXI

DEDICA TIONS XXII

A C KNOW LEDGEM ENTS IV

A BSTRA CT XXI

TABLE OF CONTENTS VI

LIST OF TABLES XIV

LIST OF FIGURES XVII

LIST OF A BBREVIATIONS AND A CRONYM S XIX

G E N E R A L IN T R O D U C T IO N 2

C H A P T E R O N E : R E V I E W O F L I T E R A T U R E

1.1.In trodu ction .................................................................................................................. 13

1 . 2 .P art One: The S hif t toward Communicat ive Language Teaching and Task-Based

Instruct ion.......................................................................................................................................... 1 4

1.2.1. Introduction.......................................................................................................... 14

1.2.2. History o f Communicative Language Teaching................................................... 14

1.2.3. Communicative Competence: A Critical Look at the B asis................................. 21

1. 2.3.1. Competence VS C om petency................................................................. 23

1. 2.3.2. Fluency Vs A ccuracy.............................................................................. 23

1.2.4. Approaches to Communicative Language Teaching............................................. 24

1.2.4.1. Process-based A pproach............................................................................. 25

1.2.4.1.1. Content-based Instruction.............................................................. 25

1.2.4.1.2. Task-based Instruction................................................................... 26

1.2.4.2. Product-based A pproach............................................................................. 26

1.2.4.2.1. Text-based Instruction................................................................... 26

1.2.4.2.2. Competency-based Instruction...................................................... 26

1.2.5. M odels o f Communicative C om petence............................................................... 27

1.2.5.1. Canal e and Swain M odel......................................................................... 28

1.2.5.2. Bachm an and Palm er M odel.................................................................. 29

XXI

I . 2 . 5 . 3 . V e r h o e v e r & V e r m e e r M o d e l 3 1

1. 2.6. Developing the Learners' Comm unicative C om petence...................................... 32

1.2.6.1. The Role o f the Teacher........................................................................... 33

1.2.6.2. The Role o f the Learner.......................................................................... 34

1.2.7. Communicative Interaction A ctivities.................................................................. 34

1.2.8. Assessing the Learners' Comm unicative Com petence.......................................... 35

1.2.9. Conclusion............................................................................................................ 36

1 . 3 . Part Two: From P encil and Paper A ssessment to S creen A ssessment : The P otent ial 3 7

Future M ove. ...........................................................................................................................................

1.3.1. Introduction.......................................................................................................... 37

1.3.2. W eaving through the D emystification o f Term s................................................. 37

1.3.2.1. Evaluation.................................................................................................. 37

1.3.2.2. A ssessm ent................................................................................................. 38

1.3.2.3. Testing....................................................................................................... 38

1.3.3. The Concept o f A ssessm ent................................................................................. 38

1.3.4. The Teacher M ission: W hat to A ssess................................................................. 39

1.3.4.1. The learners’ A ttainm ent......................................................................... 39

1.3.4.2. The learners’ K now ledge........................................................................ 39

1.3.4.3. The learners’ Skills.................................................................................. 39

1.3.4.4. The learners’ U nderstanding................................................................... 39

1.3.4.5. The learners’ A ptitude............................................................................. 39

1.3.5. The Value and Essence Importance o f A ssessm ent.............................................. 40

1.3.6. The Purposes o f A ssessm ent................................................................................. 41

1.3.6.1. A ssessm ent o /L earn in g ........................................................................... 41

1.3.6.2. A ssessm ent /o r Learning.......................................................................... 42

1.3.6.3. A ssessm ent as Learning........................................................................... 42

1.3.7. The M ethods o f A ssessm ent.................................................................................. 43

1.3.7.1. Criterion -referenced Test.......................................................................... 44

1.3.7.2. N orm -referenced Test............................................................................... 44

1.3.8. The Forms o f A ssessm ent............................................................................ 44

1.3.8. 1. Formative Informal A ssessm ent...................................................... 44

1.3.8. 2. Summative Formal A ssessm ent...................................................... 45

XXII

1.3.9. Standardized Vs N on-standardized assessm ent............................................. 45

1.3.10. Ensuring V alidity and Reliability o f the te s t............................................... 46

1.3.10.1. Reliability assurance....................................................................... 47

1.3.10. 2. V alidity assurance............................... 47

1.3.11. Diversifying assessment m ethods................................................................ 48

1.3.12. A ssessm ent o f the 21-century skills............................................................. 49

1.3.12.1. The 21 Century Skills..................................................................... 49

1.3.12.1.1. Collaboration.................................................................. 49

1.3.12.1. 2. C om m unication............................................................ 49

1.3.12.1. 3. Critical Thinking........................................................... 49

1.3.12.1. 4. C reativity...................................................................... 49

1.3.12.1. 5. Problem Solving........................................................... 49

1.3.13. Computer Based Test V s Paper and Pencil T est......................................... 51

1.3.14. Using Technology to assess Learners’ Learning......................................... 52

1.3.15. Speaking Tasks: The Three Types............................................................... 52

1.3.15.1. Open -ended Speaking Tasks......................................................... 53

1.3.15.2. Semi -structured Speaking Tasks.................................................. 53

1.3.15. 3. Structured Speaking Tasks.......................................................... 53

1.3.16. Quality A ssessm ent..................................................................................... 53

1.3.17. C onclu sio n ................................................................................................. 54

1.4. Part Three: .M ul t imodal ity: The O verdue Invent ion of the Obvious............................... 5 5

1.4. 1. Introduction....................................................................................................... 55

1.4.2. M ultimodality in the L iterature............................................................................. 55

1.4.2.1. The M onomodality: C onceptualization...................................................... 55

1.4.2.2. The M ultimodality: C onceptualization....................................................... 56

1.4.3. The M ultimodality: Desired by all, defined by few ............................................. 56

1.4.4. The A udiovisual Part o f M ultimodality B attery................................................ 57

1.4.5. The Teaching and the Learning M odes............................................................... 57

1.4.5.1. Visual Learners....................................................................................... 57

1.4.5.2. Auditory Learners.................................................................................. 58

1.4.5.3. K inaesthetic Learners............................................................................... 58

1.4.6. The M ultimodal A ssignm ent................................................................................ 60

1.4.6.1. Game -based A ctivities........................................................................ 60

XXIII

6 21.4.6.2. Song-based Activities..

1.4.6.3. V ideo-based A ctivities............................................................................. 63

1.4.6.4. P icture-based A ctivities............................................................................ 63

1.4.6.5. Role Plays A ctivities................................................................................ 66

1.4.6.6. D iscussion A ctivities.............................................................................. 67

1.4.7. Concl usion....................................................................................................... 68

1.5. Concl usion............................................................................................................... 69

C H A P T E R T W O : T E A C H IN G A N D T E S T IN G E N G L I S H I N T H E A L G E R IA N E D U C A T IO N A L

S Y S T E M "A S I T U A T I O N A N A L Y S I S "

2.1. In troductio n ............................................................................................................... 72

2. 2. Part One: Engl ish in the Global izat ion E ra................................................................ 73

2.2.1. In troduction ....................................................................................................... 73

2.2.2. English Language in the Context o f G lobalization............................................. 73

2.2.3. The Importance o f English in the G lobalization E ra........................................... 75

2.2.4. The Effect o f G lobalization on English Language Teaching and Learning........ 76

2.2.5. G lobalization and its Impact on A ssessm ent....................................................... 77

2.2.6. C onclu sio n ........................................................................................................ 81

2.3. Part Two: Engl ish under the L M D S ystem.................................................................. 82

2.3.1. In troduction ...................................................................................................... 82

2.3. 2. The LMD System in Algeria: the Case o f English ............................................. 82

2.3.3. Teaching and Learning English under the LM D R eform .................................... 84

2.3.4. Assessm ent under the LM D System: Challenges and Expectations.................. 87

2.3.5. C o n c lu s io n ....................................................................................................... 88

2.4. Part Three: E L T in A lgeria - the case of B iskra Universit y. ......................................... 89

2.4.1. I n tro d u c t io n ..................................................................................................... 89

2.4.2. ELT in the Algerian Post-independence Educational System ............................... 89

2.4.3. A General Presentation o f the Algerian Educational System ................................ 90

2.4.3.1. ELT in the M iddle School.......................................................................... 90

2.4.3.2. ELT in the Secondary School..................................................................... 93

2.4.3.3. ELT at U niversity...................................................................................... 94

2.4.4. Teaching and Testing at the D ifferent levels o f education................................... 97

2.4.4.1. Teaching and Testing English in the M iddle 97

XXIV

School...................................

2.4.4.2. Teaching and Testing English in the Secondary School............................. 97

2.4.4.3. Teaching and Testing English a t U niversity.............................................. 98

2.4.5. The English Departm ent o f B iskra....................................................................... 99

10

2.4.6. C onclu sio n ...........................................................................................................

C H A P T E R T H R E E : R E S E A R C H D E S IG N

3.1. Introduction................................................................................................................... 102

3.2. Research O bjectives...................................................................................................... 102

3. 3. Research D esign.......................................................................................................... 103

3. 4. M ethod and M ethodology........................................................................................... 104

3. 5. Research Type: A ction R esearch................................................................................. 105

3.5.1. The M any -Roles o f the T e ac h e r .............................................................. 106

3.5.1.1. The Teacher as a Researcher.......................................................................... 106

3.5.1.2. The Teacher as a P lanner............................................................................... 107

3.5.1.3. The Teacher as a Feedback Provider............................................................... 108

3.5.1.4. The Teacher as an A sse sso r........................................................................... 108

3.5.1.5. The Teacher as a M otivator............................................................................ 109

3.5.1.6. The Teacher as a Learner................................................................................. 109

3.5.1.7. The Teacher as a Reflective Practitioner........................................................ 109

3.5.1.8. The Teacher as a Decision M aker................................................................... 110

3.6. The A ction Research Implem entation............................................................................ 110

3.6.1. Feasibility P lanning............................................................................................... 111

3.7. The A ction Research Project (A R P)............................................................................. 113

3.7.1. Planning Phase................................................................................................................... 1 1 3

3.7.1.1. Research P roblem ....................................................................................... 114

3.7.1.2 .Research V ariab les........................................................................................ 115

3.7.1.2.1. D ependent V ariable.......................................................................... 115

3.7.1.2.2. Independent V ariab le....................................................................... 115

3.7.1.3. Research Q uestions....................................................................................... 115

3.7.1.4. Research H ypothesis..................................................................................... 116

XXV

3.7.1.5. Population and Sam pling............................................................................... 118

3.7.1.5.1. Choice o f Sam pling....................................................................... 118

3.7.1.5.2. Profile o f Sam pling....................................................................... 118

3.7.1.6. Teachers Profile in Terms o f M ethodology................................................. 119

3.7.1.6.1. The Authority, or lecture sty le........................................................ 119

3.7.1.6.2. The Demonstrator, or coach style ................................................... 119

3.7.1.6.3. The Facilitator, or activity sty le...................................................... 120

3.7.1.6. 4. The Delegator, or group sty le....................................................... 120

3.7.1.6.5. The Hybrid, o r blended style............................................................ 120

3.7.1.7. Learners Profile in Terms o f Learning Style................................................. 121

3.7.1.8. Lesson p la n s ................................................................................................. 121

3 . 7 . 2 . A ct ion P hase. ...................................................................................................................... 1 2 9

3.7.2.1. Triangulation o f Instrum ents....................................................................... 130

3.7.2.1.1. The T e s ts ...................................................................................... 131

3.7.2.1.1.1. The Pre-test Phase.......................................................... 131

3.7.2.1.1.2. The Intervention Phase.................................................. 134

3.7.2.1.1.3. The Post-test phase........................................................ 135

3.7.2.1.2. The Q uestionnaire......................................................................... 139

3.7.2.1.3. The Interview ................................................................................ 140

3 . 7 . 3 . The O bservat ion P hase. ..................................................................................................... 1 4 0

3 . 7 . 4 . The R ef lect ion P hase. .................................................................................................. 1 4 0

3.8. Objectives o f the A ction R esearch............................................................................... 141

3.8.1. The A ction R esearch Procedures....................................................................... 141

3.8.1.1. The Pre-intervention.................................................................................. 141

3.8.1.2. The Treatm ent.......................................................................................... 141

3.8.1.3. The Post-intervention............................................................................... 142

3.9. C onclusion.................................................................................................................... 142

chapt er FOUR: DATA ANALYSIS AND INTERPRETATIONS

4.1. Introduction................................................................................................................. 144

4 . 2 . Part One: Q uest ionnaire F indings........................................................................................ 1 4 5

4.2.1. In troduction ..................................................................................................... 145

4.2.2. Description o f D ata ........................................................................................... 146

XXVI

4.2.2.1. Learners’ questionnaire......................................................................... 146

4.2.2.2. Teachers’ 146

questionnaire.........................................................................

4.2.3. Analysis o f D ata................................................................................................ 147

4.2.3.1. Learners’ questionnaire........................................................................... 147

4.2.3.2. Teachers’ questionnaire........................................................................... 162

4.2.4. Summary o f F indings........................................................................................ 205

4.2.5. C onclu sio n ........................................................................................................ 206

4 . 3 . P art Two: Interview F indings.................................................................................................. 2 0 7

4.3.1. Introduction...................................................................................................... 207

4.3.2. Description o f the Interview s............................................................................. 207

4.3.3. Analysis o f the Interview s.................................................................................. 208

4.3.4. Summary o f F indings....................................................................................... 224

4.3.5. C onclu sio n ...................................................................................................... 224

4 . 4 . Part Three: P ret est - post t est F indings. ............................................................................ 2 2 5

4.4.1. In troduction ..................................................................................................... 225

4.4.2. Description o f 225

D ata............................................................................................

4.4.3. Analysis o f D ata................................................................................................ 225

4.4.4. Summary o f F indings....................................................................................... 238

4.4.5. C onclu sio n ....................................................................................................... 239

CHAPTER f ive: RESEARCH FINDINGS AND IMPLICATIONS

5.1. Introduction........................................................................................................... 241

5.2. Research 241

Findings..................................................................................................

5.3. General Im plications............................................................................................ 242

5.3.1. Creativity in Teaching and Testing the Students’ Communicative

C ompetence............................................................................................................ 243

5.3.2. M ultimodality for Teaching and Testing the Students’ Communicative

C ompetence............................................................................................................ 245

5.3.3. Quality Education and A ssessm ent............................................................... 246

XXVII

5.3.4. Enhancing Students’ Comm unicative Competence Using Authentic

M aterials................................................................................................................ 248

5.3.5. The Integration o f Communicative Tasks in Linguistics C ourses................. 251

5.3.6. Blending Formative and Summative A ssessm ents........................................ 252

5.3.7. Designing a Syllabus for Teaching Oral Expression a t the U niversity.......... 253

5.3.8. The N ecessity o f Coordination between Novice and Experienced Teachers

and R esearchers.................................................................................................... 254

5.3.9. Considering the Learning Styles o f Students in Teaching and Assessm ent... 255

5.3. 10. Devoting Time for Teaching the Speaking Skill at U niversity Level...... 255

5.3.11. Designing Comm unicative Tasks that Foster the S tudents’ Critical 256

Thinking and C reativity..........................................................................................

5.3.12. S tudents’ Involvement in A ssessm ent......................................................... 256

5.3.13. Research Based Teaching for Effective Instruction.................................... 258

5. 4. Suggestions for Future R esea rch ........................................................................ 259

5.5. Conclusion............................................................................................................ 260

G E N E R A L C O N C L U S IO N S ............................................................................................. 262

B IB L IO G R A P H Y ............................................................................................................... 269

A P P E N D IC E S ..................................................................................................................284 - 324

XXVIII