Investigating the Techniques Teachers Use to Engage Learners in the Speaking Class: Case of the Teachers of the First-Year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou
| dc.contributor.author | Lkert, Naima | |
| dc.contributor.author | Tiguercha, Kenza | |
| dc.date.accessioned | 2022-01-04T09:54:22Z | |
| dc.date.available | 2022-01-04T09:54:22Z | |
| dc.date.issued | 2020 | |
| dc.description | 30cm ; 60p. | en |
| dc.description.abstract | The current study aims at investigating the techniques teachers use to engage learners in the speaking class in the department of English at Mouloud Mammeri University of Tizi-Ouzou. It is based on three objectives. First, it seeks to explore the techniques used by the EFL teachers to engage the learners to speak. Second, it aims to find out whether the teachers implement the Boomerang Procedure (EASA) of the ESA Teaching model (Harmer, 1998) to engage the learners in the speaking module. Third, it aims to find out the difficulties EFL teachers encounter to engage the learners. In order to meet the above mentioned objectives, Jeremy Harmer’s (1998) theory of the Boomerang Procedure (EASA) of the ESA Teaching model is adopted as a theoretical framework. For collecting data, a semi-structured interview is conducted with nine (9) EFL teachers of the first-year students in charge of the speaking module. To reinforce the data which is obtained from the semi-structured interview, thirteen (13) classroom observation sessions were attended with three groups of first-year students in the department of English at Mouloud Mammeri University of Tizi-Ouzou. A Mixed Methods Research; combining quantitative and qualitative data methods, were adopted. The quantitative data is analyzed using the Rule of Three, the qualitative data is interpreted using the Qualitative Content Analysis (QCA). The results show that the EFL teachers use three main engaging techniques namely: videos, songs, and games. Furthermore, the EFL teachers implement the Boomerang Procedure (EASA) of the ESA Teaching Model (Harmer, 1998) to engage students in the speaking Module. However, they neglect the fourth stage of the Boomerang Procedure (EASA) which is the Reactivate stage. In addition the main difficulties encountered by the EFL students are inhibition, fear of making mistakes, and the lack of motivation. | en |
| dc.identifier.citation | Didactics of Foreign Languages | en |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/16038 | |
| dc.language.iso | en | en |
| dc.publisher | Université Mouloud Mammeri Tizi Ouzou | en |
| dc.subject | Boomerang Procedure EASA, Engage the EFL learners, Teachers' Techniques. | en |
| dc.title | Investigating the Techniques Teachers Use to Engage Learners in the Speaking Class: Case of the Teachers of the First-Year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou | en |
| dc.type | Thesis | en |