WELCOMING NOTE - univ-tebessa.dz · Welcome to the First International Conference on Preparing Learners for 21 st Century Competencies and Skills organised by the Department of English

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

[email protected]

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

[email protected]

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

mailto:[email protected]



DAY 1 3


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

[email protected]

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

[email protected]

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


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

[email protected]

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


Developing & Enhancing

Binary Thinking and Critical

Thinking Through

Literature

Dr. Merbah Kouider

Dr. Driss Mohamed Amine

University of Mascara

[email protected]

[email protected]

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

[email protected]

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


Teaching English Language

through Literature

Mrs. Hassiba SOUFLI


[email protected]

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

[email protected]

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


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

[email protected]

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


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


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


[email protected]

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


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

[email protected]

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


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

[email protected]

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

[email protected]

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


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


Digitising Literature

Teaching in the Algerian

EFL Class

Samya ACHIRI

Karima MOHAND LHADJ

University of Oum El

Bouaghi


[email protected]

[email protected]

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


[email protected]

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


Khaoula BELOUNIS

Nachoua KELKOULA


University of Oran

[email protected]

[email protected]

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


[email protected]

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

[email protected]

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





DAY 1 14


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

DAY 1 15


Assessments: Teachers’ Evaluation, Students’ Anxiety

Dr. Esma FETSI

University of Constantine 2

[email protected]

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

[email protected]

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.



DAY 1 16


Keywords

Portfolio-assessment-attitude-progress-writing skills.

Towards an Alternative

Testing Model in Algerian

Universities

Boubaker TEMLALI

University of Tlemcen

[email protected]

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

[email protected]

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



DAY 1 17


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

DAY 1 18


A Reflection Upon the Use

of Project Based Learning

within the Algerian

Secondary Schools

Mustafa TOUBEIDA

University of Tiaret

[email protected]

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.




DAY 1 19


Authentic

Teching/Learning

Environments

Zineb ABID


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


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


[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


[email protected]

[email protected]

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


Enhancing the

Communicative Skill of EFL

Learners for a Global World

Dr. KAID Nassima

MOUISSA Fattoum

University of Laghouat

[email protected]

[email protected]

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


[email protected]

[email protected]

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


Framework of 21st Century

Skills

Kenza LAICHI


[email protected]

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


[email protected]

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



DAY 1 23


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


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

[email protected]

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


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


[email protected]

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


[email protected]

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



DAY 1 26


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


[email protected]

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.


DAY 1 27


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

[email protected]

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


DAY 1 28


The Impact of Disseminating

the Content of Written and

Oral Grids on Students’ Performance

Asma DOUAIBIA

Rabie ABDERRAHMANE

Samira BOUHLAIS


[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

[email protected]

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







DAY 1 29



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.



DAY 2 30


ICT as a Means to Enhance

Communication Skills in the

EFL Class: Challenges and

Impediments

Dr. Radia GUERZA


[email protected]

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 Saida

nadoushben@ymail

[email protected]

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



DAY 2 31


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

[email protected]

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

[email protected]

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




DAY 2 32


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


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

[email protected]

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.




DAY 2 33


Keywords Writing process, invention techniques, brainstorming, thinking in

writing, effective writing

May English Replace French

in Algerian Higher

Education?

Dr. Taoufik DJENNANE


[email protected]

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


DAY 2 34


The Project Work as a

Pedagogical Task to Enhance

Learners’ Critical Thinking

Bachir SAHED

University of Msila

[email protected]

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


[email protected]

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.



DAY 2 35


Keywords

Critical thinking, comparative studies, teaching foreign language.

Critical Thinking: A Pillar of

Higher Education in the Era

of Globalization

Ouided ARAB


[email protected]

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

[email protected]

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.




DAY 2 36


Keywords

Critical thinking strategies, learner centeredness, personal

enrichment, Socrates’ questioning method, teaching literature.

Literature and Critical

Thinking: Powerful,

Reciprocal and Concomitant

Relationship

Yasser SEDRATI


[email protected]

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


[email protected]

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.



DAY 2 37


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



DAY 2 38


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

[email protected]

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.





DAY 2 39


Keywords

Social semiotics, multimodality, poster design, modern

communication

Manifesting and Embedding

Creativity in Teaching

History

Ahlem HAMZAOUI


[email protected]

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,


[email protected]

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



DAY 2 40


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


[email protected]

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


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’


DAY 2 41


[email protected]

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

[email protected]

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.



DAY 2 42


Free Writing: Discover Mind

Abilities and Raise Self-

Esteem

Sara FELLAHI

University of Sétif-2

[email protected]

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


[email protected]

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



DAY 2 43


Halima BRAHMI


[email protected]

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


[email protected]

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


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



DAY 2 44


[email protected]

[email protected]

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


[email protected]

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




DAY 2 45


[email protected]

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.


DAY 2 46


Interdisciplinary: The

Collaboration between

Language and Disciplinary

Specialists

Dr. Djamila

BENCHENNANE


[email protected]

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


University of ESTI Annaba

University of Guelma

[email protected]

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

[email protected]

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




DAY 2 48


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 Oran

[email protected]

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.


DAY 1 49


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

[email protected]

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.



http://[email protected]/

DAY 2 50


Communication Difficulties

Encountered by EFL

Learners

Salma ALEB

University of Mostaganem

[email protected]

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

[email protected]

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.



Documents

WELCOMING NOTE - univ-tebessa.dz · Welcome to the First International Conference on Preparing Learners for 21 st Century Competencies and Skills organised by the Department of English