EFL Teachers’ Strategies to Cope with Pupils’ Mixed Abilities: The Case of Selected Middle Schools inTizi-Ouzou
| dc.contributor.author | Ou Otmane, Zohra | |
| dc.date.accessioned | 2023-03-27T08:54:38Z | |
| dc.date.available | 2023-03-27T08:54:38Z | |
| dc.date.issued | 2022 | |
| dc.description | 60p. : ill. en coul. ; 30cm.(+CD-Rom) | en |
| dc.description.abstract | The overall aim of the present study is to investigate EFL teachers’ strategies to cope with pupils’ mixed abilities at Aissat Idir and Ait Abdelmoumen 01 middle schools located in the region of Tizi-Ouzou. The current research is centred on three objectives. First, it aims to consider the notion of mixed-ability classes and individual differences. Second, it aims to identify the different problems that those teachers encounter when teaching mixed-ability classes. Third, it suggests some possible solutions that help the teachers while dealing with multileveled classes. In order to reach the above mentioned objectives, the present work relies on Howard Gardner’s (1983) “Frame of Mind”, the theory of Multiple Intelligences as a theoretical framework. For collecting data, two research instruments are used in the present study; First, twelve (12) classroom observation sessions were attended with the concerned teachers . To reinforce the data which are obtained from the classroom observation, a semi- structured interview is conducted with six (06) EFL teachers. A mixed-methods approach combining both quantitative and qualitative data is applied. The quantitative data are analyzed using the rule of three, and the qualitative data are interpreted using (QCA). The results show that the EFL teachers employ a variety of strategies and methods that help them to know their learners’ level and needs and which enable them to make progress regarding the teaching-learning process and overcome the problems they face in their mixed-ability classes .In addition, the outcomes have revealed that the teachers face many problems while dealing with multileveled classes such as lack of materials, large classes, lack of interest, participation and discipline. Moreover, teaching mixed-ability classes needs a great deal of efforts that is why the teachers suggest suitable and thriving strategies to create a conducive and relaxed teaching and learning environment and to meet all their pupils’ needs. | en |
| dc.identifier.citation | Didactics of Foreign Languages | en |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/20897 | |
| dc.language.iso | en | en |
| dc.publisher | Mouloud Mammeri University OF Tizi-Ouzou | en |
| dc.subject | EFL Teachers | en |
| dc.subject | Mixed Ability Classes | en |
| dc.subject | Multiple Intelligences | en |
| dc.subject | Teachers’ Strategies | en |
| dc.title | EFL Teachers’ Strategies to Cope with Pupils’ Mixed Abilities: The Case of Selected Middle Schools inTizi-Ouzou | en |
| dc.type | Thesis | en |