INVESTIGATING ESP PRESENT-DAY THORNY SHORTCOMINGS AT IBN KHALDOUN UNIVERSITY OF TIARET IN ALGERIA

The study investigates present-day situation of ESP teaching/ learning in four selected faculties at Ibn-Khaldun University namely science and technology, Electrical engineering, commercial sciences and Informatics and Mathematics. In these professional loci of pedagogical activity, most of the teachers who are in charge of ESP are EGP or ELT teachers. The ultimate objective of this investigation is to assess and/or measure the (in)effectiveness of the current system of teaching/learning English for specific purposes in the aforesaid faculties. To attain that, the four faculty deans and 8 teachers were interviewed, and 120 students were addressed a questionnaire. This would allow us to update and analyze a diversified set of data in terms of nurturing and structuring a rigorous educational engineering approach that results in a reasoned implementation. The results obtained revealed all stakeholders are fully aware of the importance of English language teaching, especially in the light of the current worldwide bets. The data also unveiled a set of thorny gaps characterizing the implementation of the subject such as less motivating syllabus content, teachers’ lack of theoretical insightful knowledge as regard ESP founding tenets supporting its teaching, the total absence of periodic training, lack of appropriate means and students’ indifference

ALGERIAN THIRD YEAR ENGLISH COURSEBOOK SCRUTINY: ‘MY BOOK OF ENGLISH’ AS A SAMPLE

It is widely acknowledged that coursebooks can be a useful source of information and knowledge for both teachers and learners. They are frequently written by subject-matter experts and can provide a logical and exhaustive overview of the target topic. Referring to the 2022-2023 academic year and with respect to the integration of English in Algerian primary school education, it was noticed that the circumstances in which the decision has been taken might need much more time because the interval between the decision of English integration and coursebook design was too short for a well-thought teaching material. Therefore, the major issue that is being questioned is how well ‘My Book of English’ meets the learners’ age, interest, and attractiveness. The issue under investigation seeks to scrutinize the un/suitability of the current English coursebook content and its impact on 3rd-year primary school learners as regards their competency, needs, and preferences. To answer the research questions and dis/confirm its hypotheses, the study relies on a mixed method, ensuring credible and valid data. Consequently, one questionnaire was put online, and addressed to primary school English teachers, and only fifty-four (54) respondents willingly responded.  Besides, the coursebook evaluation grid was filled out by two experts, i.e., primary-school English teachers’ trainers. The results reveal that the coursebook content contains some shortcomings such as poor representation of the language culture, authentic material, grammar logical order, and glossary. In fact, these deficiencies should be palliated for high-quality instruction and successful achievement

Investigating Algerian EFL Students’ Online Learning Readiness

Readiness is a critical factor to implement effective educational change. Accordingly, the present study aims to examine Algerian university EFL students’ online learning readiness. To reach this aim, a survey is conducted with 150 first year EFL students from Ibn Khaldoun University of Tiaret using an online questionnaire. The findings of this study highlight the correlation between EFL students’ readiness and willingness to online learning. It is found that due to technological constraints, the majority of EFL students demonstrate low level of online learning readiness which, in turn, affects their willingness to engage actively in this process. They rate themselves lower in terms of prior experience of online learning, time management, self directed learning, self efficacy, online communication and motivation. Hence, this study ends up with some suggestions and further practical implications

Didactical issues of the initial and in-service trainings of the english teachers within algerian context : between institutional objectives and teachers expectations

La présente thèse s’insère dans le domaine de la recherche exploratoire sur les enjeux didactiques de la formation initiale et continue des enseignants d’anglais L2 dans le contexte algérien : entre les objectifs institutionnels et les attentes des enseignants. L’étude s’intéresse à la formation initiale et continue des futurs enseignants telle qu’elle est prescrite par la tutelle et telle qu’elle est mise en œuvre par l’institut de formation. Appuyée sur les données collectées à partir des différents outils utilisés à cet effet, à savoir quatre questionnaires, deux interviews et l’analyse du cursus de formation, la recherche met en lumière le décalage qui existe entre le prescriptif et le descriptif de la formation. Le monde dans lequel nous vivons est en perpétuelle métamorphose ; celui de l’éducation l’est autant. Les changements et les réformes auxquelles nous assistons ces temps-ci sont dictés par le seul souci de bien-faire, dans le cadre de la mondialisation. Néanmoins, les réformes entamées dans le système éducatif algérien ne peuvent atteindre leurs objectifs que si elles sont menées de manière réfléchie, intelligente, méthodique et rationnelle. Dans une société en pleine transformation, la formation professionnelle des enseignants s’avère une nécessité urgente. Ces enseignants doivent développer une pratique réflexive : une posture fondamentale, parce que la capacité d’innover, de négocier et de réguler leur pratique passe impérativement par une réflexion sur l’expérience, favorisant la construction de savoirs nouveaux.The present thesis fits into the field of the exploratory research on the didactical issues of the initial and in-service trainings of teachers of English as a foreign language in the Algerian context: between institutional objectives and the teachers’ expectations. The study focuses on the initial and in-service trainings of the future teachers as it is required by the employer and as it is carried out by the training institute. Founded on the collected data from the various tools used for the purpose, namely the questionnaires, the interviews and the initial training curriculum analysis, the research highlights/sheds light on the gap between the prescriptive and the descriptive trainings. The world in which we live is in perpetual metamorphosis that of education is the same. The changes and reforms we are witnessing these days are dictated solely by the desire to do well in the context of globalization. Nevertheless, the reforms undertaken in the Algerian educational system cannot achieve their goals unless they are conducted in a thoughtful, intelligent, methodical and rational manner. In a changing society, training of professional teachers is an urgent need. These professional teachers have to develop reflective practice, a basic posture, because the ability to innovate, negotiate and its practice necessarily involves a reflection on experience, encouraging the construction of new knowledg

L'alternance codique dans une classe d'anglais de première année moyenne: une facilité ou une contrainte pour l'apprentissage de la langue étrangère

International audienceThis article discusses the place of the mother tongue (MT) and other languages in the class of first year English learners in the Algerian context. Through the analysis of a series of recorded lectures and the study of the code switching, we attempted to highlight the role and identify the main functions of the mother tongue, i.e., Arabic, and other languages, during the implementation of the curricula contents.Cet article traite de la place de la langue maternelle (LM) et autres dans la classe d’anglais de première année moyenne dans le contexte algérien. Nous avons essayé, sur la base d’une analyse d’une série de cours enregistrés et à travers une étude des alternances codiques (code switching) de mettre en évidence le rôle et de dégager les fonctions principales de la LM, à savoir l’arabe, et d’autres langues, lors de la mise en oeuvre des contenus d’apprentissage

Didactical issues of the initial and in-service trainings of the english teachers within algerian context : between institutional objectives and teachers expectations

La présente thèse s’insère dans le domaine de la recherche exploratoire sur les enjeux didactiques de la formation initiale et continue des enseignants d’anglais L2 dans le contexte algérien : entre les objectifs institutionnels et les attentes des enseignants. L’étude s’intéresse à la formation initiale et continue des futurs enseignants telle qu’elle est prescrite par la tutelle et telle qu’elle est mise en œuvre par l’institut de formation. Appuyée sur les données collectées à partir des différents outils utilisés à cet effet, à savoir quatre questionnaires, deux interviews et l’analyse du cursus de formation, la recherche met en lumière le décalage qui existe entre le prescriptif et le descriptif de la formation. Le monde dans lequel nous vivons est en perpétuelle métamorphose ; celui de l’éducation l’est autant. Les changements et les réformes auxquelles nous assistons ces temps-ci sont dictés par le seul souci de bien-faire, dans le cadre de la mondialisation. Néanmoins, les réformes entamées dans le système éducatif algérien ne peuvent atteindre leurs objectifs que si elles sont menées de manière réfléchie, intelligente, méthodique et rationnelle. Dans une société en pleine transformation, la formation professionnelle des enseignants s’avère une nécessité urgente. Ces enseignants doivent développer une pratique réflexive : une posture fondamentale, parce que la capacité d’innover, de négocier et de réguler leur pratique passe impérativement par une réflexion sur l’expérience, favorisant la construction de savoirs nouveaux.The present thesis fits into the field of the exploratory research on the didactical issues of the initial and in-service trainings of teachers of English as a foreign language in the Algerian context: between institutional objectives and the teachers’ expectations. The study focuses on the initial and in-service trainings of the future teachers as it is required by the employer and as it is carried out by the training institute. Founded on the collected data from the various tools used for the purpose, namely the questionnaires, the interviews and the initial training curriculum analysis, the research highlights/sheds light on the gap between the prescriptive and the descriptive trainings. The world in which we live is in perpetual metamorphosis that of education is the same. The changes and reforms we are witnessing these days are dictated solely by the desire to do well in the context of globalization. Nevertheless, the reforms undertaken in the Algerian educational system cannot achieve their goals unless they are conducted in a thoughtful, intelligent, methodical and rational manner. In a changing society, training of professional teachers is an urgent need. These professional teachers have to develop reflective practice, a basic posture, because the ability to innovate, negotiate and its practice necessarily involves a reflection on experience, encouraging the construction of new knowledg

Exploring the Impacts of the Introversion Personality Traits on Algerian EFL Students' Oral Proficiency: First Year BA Students at IbnKhaldoun University-Tiaret as A Sample

EFL students, in particular, have a tough time mastering the many parts of speaking skills. The purpose behind the current study is to examine the many impacts of introversion. Furthermore, the primary goal of this endeavor is to determine the level of oral competency of introverted students in a classroom. To do so, a mixed methodological approach is adopted to test the put forward hypotheses and uncover the answers to the research questions. To gather valid data, a questionnaire was handed out to 100 first year BA students, and a structured interview was conducted with 3 tenured and experienced EFL teachers. A descriptive analysis was also employed to examine the collected data. The findings have shown that reserved and introverted students struggle too much during oral sessions .speaking performance suffers when they are more reserved or introverted

Investigating ESP Present-Day Thorny Shortcomings at Ibn Khaldoun University of Tiaret in Algeria

The study investigates present-day situation of ESP teaching/ learning in four selected faculties at Ibn-Khaldun University namely science and technology, Electrical engineering, commercial sciences and Informatics and Mathematics. In these professional loci of pedagogical activity, most of the teachers who are in charge of ESP are EGP or ELT teachers. The ultimate objective of this investigation is to assess and/or measure the (in)effectiveness of the current system of teaching/learning English for specific purposes in the aforesaid faculties. To attain that, the four faculty deans and 8 teachers were interviewed, and 120 students were addressed a questionnaire. This would allow us to update and analyze a diversified set of data in terms of nurturing and structuring a rigorous educational engineering approach that results in a reasoned implementation. The results obtained revealed all stakeholders are fully aware of the importance of English language teaching, especially in the light of the current worldwide bets. The data also unveiled a set of thorny gaps characterizing the implementation of the subject such as less motivating syllabus content, teachers' lack of theoretical insightful knowledge as regard ESP founding tenets supporting its teaching, the total absence of periodic training, lack of appropriate means and students' indifference

Contact-induced Phonological Change of the Phoneme /s/ in the Speech of EFL Learners and Teachers in Algeria: A Case Study

This paper investigates the phenomenon of contact-induced phonological change of the phoneme /s/ in the speech of EFL learners and teachers at the secondary schools and even Higher Education in Algeria. It is perceived that the letter ‘s’ is recurrently pronounced /z/ whenever it is positioned between two vowel sounds and that the double –ss- between two vowels is simply uttered /s/ in many words. This fact is attributed to the overgeneralization of French phonological rules however this is not the case in English. Such phonological aspects have become prominent symptoms within English as Foreign Language (EFL) classrooms prior to French overuse within Algeria’s speech repertoire due to historical and practical reasons. This study seems as a departure from the meeting point of looking at such phenomenon in teachers and/or learners’ natural conversations in EFL classrooms to a critical examination of its uses in numerous English terms. To attain this, Labov’s “observer’s paradox” (1972) was considered to overcome problems while collecting spontaneous speech data. Two different strategies were employed, structured and unstructured observations, throughout thirteen years. A total random sample of 257 respondents had been included, 204 of whom are secondary school pupils and university students, and the remaining are secondary school (trainee) teachers and university lecturers. The first group was intentionally asked to derive either nouns or adjectives from a range of words containing phoneme /s/, classify some words in a table according to the final ‘-d’ pronunciation or give the opposites –especially using the prefix ‘dis_’ – to certain words keeping the same root as well pronounce them at the end. The second group was recorded. Outstandingly, the study concludes that 98% of our informants mispronounce the given words. At last, some recommendations have been suggested to alleviate the problem