Evaluating the Digital Literacies Syllabus through EFL Learners’ Needs Analysis: The Case of Second Year Students at the Department of English at MMUTO
| dc.contributor.author | Traoré Denis | |
| dc.contributor.author | Mehoub Faredjallah | |
| dc.date.accessioned | 2025-11-25T12:42:04Z | |
| dc.date.available | 2025-11-25T12:42:04Z | |
| dc.date.issued | 2025 | |
| dc.description | 127p. : Ill.en coul. ; (+CD-Rom) | |
| dc.description.abstract | Like many EFL learners worldwide, Algerian students are increasingly engaging with virtual spaces as part of their educational experience. This study examines the extent to which the Digital Literacies syllabus aligns with the cognitive and academic needs of the EFL students enrolled in the second-year at the Department of English at Mouloud Mammeri University of Tizi-Ouzou. Specifically, the research pursues three main objectives. First, to assess the extent to which the current Digital Literacies syllabus at MMUTO meets the needs of EFL students, particularly in terms of academic research, communication, and critical thinking. Second, to explore EFL students’ perceptions of the relevance of the module’s content and learning outcomes. Lastly, to investigate teachers’ perspectives on the module’s effectiveness in developing students’ digital skills. To achieve these aims, the study draws on Hutchinson and Waters’ needs analysis framework, Cunningsworth’s syllabus evaluation criteria and the New Taxonomy Framework developed by Marzano and Kendall. It adopts a mixed method approach, combining a syllabus analysis (conducted using a structured checklist), student questionnaire, and teacher interviews. Quantitative data were analysed using descriptive statistics, while qualitative data underwent content analysis. Findings reveals that while the syllabus introduces basic digital tools and concepts, it lacks EFL-specific activities, clear assessment strategies, and opportunities for fostering learners’ autonomy. Students reported concerns about the minimal cognitive engagement required and the overly theoretical focus of the module, which they perceived as disconnected from practical academic tasks. Teachers emphasized the need for more interactive resources, practical classroom activities, and greater institutional support. | |
| dc.identifier.citation | Foreign Language Didactics | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/29047 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri Tizi Ouzou | |
| dc.subject | Algerian EFL students | |
| dc.subject | Digital Literacies | |
| dc.subject | Needs analysis | |
| dc.subject | Syllabus evaluation | |
| dc.subject | Virtual spaces | |
| dc.title | Evaluating the Digital Literacies Syllabus through EFL Learners’ Needs Analysis: The Case of Second Year Students at the Department of English at MMUTO | |
| dc.type | Thesis |