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
Loading...
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University OF Tizi-Ouzou
Abstract
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 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
Description
63p. ; Tabl. ; 30cm.+(cd)
Keywords
EFL, Teaching Styles, Learning Styles, Differentiated Instruction, Learning for All, Needs and Interests.
Citation
Language and Communication