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Discussing the Present Condition of Teaching Literature Dialogically in Algerian Higher Education for EFL and why we Should Strive for Improvements
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Discussing the Present Condition of Teaching Literature Dialogically in Algerian Higher Education for EFL and why we Should Strive for Improvements
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Journal Article
Discussing the Present Condition of Teaching Literature Dialogically in Algerian Higher Education for EFL and why we Should Strive for Improvements
2024
Overview
This research paper examines the present condition of teaching literature dialogically in Algerian higher education for EFL context with the aim of striving for change in the current methods followed in teaching English literature in Algerian universities, shifting to a more dialogic approach. Through an extensive literature review and empirical analysis, this study investigates literature teachers\" knowledge of dialogism and to what extent they are using it in their literary discussions. The research methodology involved is based on interviews held via Zoom meetings with teachers of literature around different Algerian Universities\" English departments. There were five teachers in total, and there were 11 questions that were analyzed based on the theoretical framework and didactical implications. The analysis was scaled on how many teachers out of five agreed on certain answering criteria. The findings of this study reveal teachers\" lack of knowledge of dialogic teaching. The results highlight that there are so many shortcomings in the current literature on teaching approaches, arranging from curriculum design, time management, students\" demotivation, teachers\" lack of training, and teaching objectives. These findings contribute to the existing knowledge in the rise of literature teaching dialogically, providing insights into how to change for the best and upgrade different teaching practices.
Publisher
جامعة محمد خيضر بسكرة
Subject
