Orienting EFL Teaching to the Needs and Capabilities of Individual Students: the Case of First Year Teachers in the Department of English at Mouloud Mammeri University of Tizi-Ouzou: Challenges and Solutions

الموضوعات

تربية وتعليم

الملخص

The present study aimed to determine the various EFL teaching styles of first-year teachers in the Department of English at MMUTO to meet students’ learning styles based on their diverse needs and interests. Thus, it sets two objectives: the first objective was to find out whether teachers implement the elements of both Differentiated Instruction as well as Learning for All to address students’ needs and interests. The second objective was set to investigate the challenges teachers encounter during the teaching process, as well as to discover the solutions they provided to overcome these challenges in order to make differentiation more efficient. Indeed, this research is based on Tomlinson’s theory of Differentiated Instruction as well as the Ministry of Education’s Learning for All. To carry out this study, a mixed-method approach has been used, combining both quantitative and qualitative procedures. Thus, thirty (30) questionnaires were administered to the first-year teachers as well as a classroom observation to strengthen the effectiveness of the data gathered through the questionnaires. For the interpretation of the data, the Statistical Package for Social Sciences (SPSS) was adopted to analyze the quantitative content, while Qualitative Content Analysis (QCA) has been used for the investigation of open-ended questions. In fact, the main findings of the questionnaire indicate that teachers consider the elements of DI—mostly content—in the teaching process, taking into account their learners’ needs, interests, and capabilities. In addition, teachers confirm the positive impact of differentiating instruction during their teaching, despite the difficulties they face when they display diverse teaching styles. For this sake, some solutions were provided to resolve these difficulties such as active learning and classroom discussion to raise students’ involvement. Moreover, the classroom observation sessions also revealed the effectiveness of the comfortable learning environment on students’ engagement, in addition to the integration of distinct tasks and resources to enhance the teaching-learning process, relying on some strategies such as debates and supporting group work.

روابط وملفات

التعريف والنوع

رقم الوثيقة

ef9b597a-3573-4c8a-8dd3-696f588a2ffd

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

ماستر (LMD)

نوع الملف

pdf text

أسماء الملفات

785078_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":" Taous Mameri","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"Akli Aouine","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"Sabrina Ben Lahouel ","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

English

المصدر والدورية

اسم المصدر

Orienting EFL Teaching to the Needs and Capabilities of Individual Students: the Case of First Year Teachers in the Department of English at Mouloud Mammeri University of Tizi-Ouzou: Challenges and Solutions

المحتوى والصفحات

عدد الصفحات

0

كلمات الباحثين

EFL, Teaching Styles, Learning Styles, Differentiated Instruction, Learning for All,Needs and Interests.

إشراف وإعداد

الإشراف

Akli Aouine

الإعداد

Taous Mameri, Sabrina Ben Lahouel

الاقتباسات الببليوغرافية