The Implementation of problem solving activités in EFL context : the case of the Algerian secondary school exam clases

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dc.contributor.authorAouine; Akli
dc.contributor.authorSupervised by : Kamila Ammour
dc.date.accessioned2025-12-21T12:48:31Z
dc.date.available2025-12-21T12:48:31Z
dc.date.issued2025-05-06
dc.description310 f.;30 cm.
dc.description.abstractThe present study investigates the development of problem-solving skills in English as a foreign language (EFL) among Algerian secondary school students preparing for the Baccalaureate exam. Following a socio-constructivist perspective, the research explored three key areas: (1) the alignment of current EFL curriculum, textbooks, and Baccalaureate exams with complex problem-solving; (2) EFL teachers' perceptions and attitudes towards integrating problem-solving in their classrooms; and (3) the effectiveness of Polya's problem-solving model in enhancing students' problem-solving abilities. The issue was investigated from different angles stressing triangulation. Indeed, a mixed-methods approach was employed, combining document analysis, a teacher survey, and an experimental study. The New Prospects textbook was evaluated using Bloom's and Quellmalz's taxonomies, the curriculum against Jung's 3C3R model, and the Baccalaureate exams using Spiro et al.'s cognitive flexibility theory and Marzano's taxonomy. Teacher perspectives were gathered through a questionnaire. The experimental group received instruction based on Polya's model. The control group included 30 students, whereas the experimental group included a total number of 36 participants. Results revealed limited integration of problem-solving in the evaluated materials, indicating that the curriculum incorporated key elements of the 3C3R model but did not emphasize problem solving. In addition, findings showed less than 20% of textbook activities and exam tasks explicitly targeting these skills. Teachers expressed positive attitudes toward problem-solving but reported challenges in its implementation. The experimental study demonstrated a statistically significant improvement (p < .0005) in problem-solving performance for students exposed to Polya's model (M = 9.21, SD = 1.87) compared to the control group (M = 6.82, SD = 1.81). These findings highlight the need for greater emphasis on problem-solving in the EFL context and suggest the potential benefits of incorporating structured problem-solving frameworks like Polya's model. The study offers recommendations for curriculum revision, materials development, and teacher training to better equip students with essential problem-solving skills.
dc.identifier.citationes-sciences
dc.identifier.urihttps://dspace.ummto.dz/handle/ummto/29469
dc.language.isoen
dc.publisherMouloud Mammeri University of Tizi Ouzou
dc.subjectThird-year secondary school
dc.subjectEFL (English as a foreign language) teachers
dc.subjectNew Prospects
dc.titleThe Implementation of problem solving activités in EFL context : the case of the Algerian secondary school exam clases
dc.typeThesis

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