Professional Knowledge and Practices of Algerian Teachers in Teaching Listening and Speaking Skills in EFL Classrooms
Nebbou, K
Date: 31 January 2022
Publisher
University of Exeter
Degree Title
PhD in Education
Abstract
By having an interest in teacher cognition and the teachers’ teaching knowledge; and following an interpretive approach, this thesis explores how EFL
teachers, specifically Algerian teachers, approach listening and speaking
teaching based on their pedagogical skills. Furthermore, using a sociocultural
perspective, this study ...
By having an interest in teacher cognition and the teachers’ teaching knowledge; and following an interpretive approach, this thesis explores how EFL
teachers, specifically Algerian teachers, approach listening and speaking
teaching based on their pedagogical skills. Furthermore, using a sociocultural
perspective, this study explored teachers’ subject and pedagogical knowledge of
teaching listening and speaking skills in the context of a new educational reform:
the implementation of learner-centred pedagogy in EFL classrooms to develop learners’ communicative competencies.
Data were collected during the third semester of the 2019-2020 academic year using interpretive data collection methods, including classroom observations, face-to-face semi-structured interviews, and focus groups. NVivo
software was used for the coding process. The transcribed data was used to
analyse classroom interactions and teachers' and students' talks to explore how
teachers sought to teach listening and speaking skills using a learner-centred
pedagogy and how learners perceived such pedagogies.
Findings indicated that listening and speaking skills were not directly
taught. The teaching of both skills under a learner-centred pedagogy was
challenging for teachers in the classroom context. This results in using both skills
as a teaching tool in teaching reading and writing skills. Further findings also revealed that the classroom interactions consisted of limited and short exchanges that were teachers dominated. This proved that the implementation of learner centred, and dialogic practices was challenging for the teachers. The analysis of classroom interactions indicated intrinsically directed and dominant teachers' talk. It also revealed shared classroom discussions
demonstrating teachers' attempts to model dialogic teaching, resulting in fewer listening and speaking skills opportunities. The data analysis revealed three
ideas. Firstly, teachers made minimal attempts to teach direct listening and
speaking skills. Secondly, efforts to implement learner-centred pedagogy were visible during classroom discussions; however, teachers' instructions were not very dialogic in increasing interactional opportunities. Finally, teachers
demonstrated classroom awareness, indicating the potential for increased dialogic learning.
Doctoral Theses
Doctoral College
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