LETTRES et LANGUES
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Item Efl Writing At Tertiary Level(Faculté des Langues Etrangères. Université d'Alger 2 Abou El Kacem Saadallah, 2011-12-30) Arar, SamiraAt tertiary level, writing is not only a language learning and testing tool, but also a highly cognitive skill prerequisite for academic success. Nevertheless, in the Algerian University there seems to be no renovation in terms of syllabus content or teaching practices, since writing is still viewed as output, and not valued as possible input which can advance EFL learning, a fact that may be the underlying cause of EFL students’ low achievement in both writing and learning. This paper attempts, therefore, to examine the interrelationship between writing, learning and thinking by exploring the cognitive and metacognitive aspects of the writing skill in higher education. The ultimate objective is to readjust the place of writing in the EFL teaching/learning process for a better writing and EFL proficiency.Item Developing Metacognitive Awareness In Writing(Faculté des Langues Etrangères. Université d'Alger 2 Abu Al-Qasim Saadallah, 2015-06-01) Arar, SamiraAbstract The 21st century technological revolution in addition to globalisation have incited developing countries (such as Algeria) to adopt evolutionary educational programmes that value reflective and self-regulated learning together with the mastery of technological tools for an overall goal of achieving learner autonomy. At tertiary level, however, technology-based and cognitive learning/teaching are still in their embryonic state. This paper deals with writing, a highly cognitively demanding skill, and advocates the necessity of reconsidering EFL syllabus design at tertiary level by incorporating blended learning and writing. Thus, writing is valued not only as a learning skill but also as thinking and problem-solving skill which requires reflection during all the steps of the composing process. The study attempts, therefore, to explore the interrelationship between writing, learning and thinking in order to suggest a pedagogic framework that would lead to writing and learning achievement. This would be by developing metacognitive awareness in the writing process, through a blended learning approach that combines different teaching and learning approaches in order for students to adhere to digital communication. ملخص لقـد دفعـت الثـورة التكنولوجيـة في القرن ،21بالإضافة إلى العولمـة البلدان النامية )مثـل الجزائـر( عـلى اعتـماد البرامـج التعليميـة المتطـورة بمهـارات التفكـر و التمعـن في التعليـم مـع التمكـن مـن الأدوات التكنولوجيـة من اجل تحقيق تعليـم منظم و ذاتي عنـد المتعلـم. رغـم ذلـك على مسـتوى التعليم العالي فـإنّ التعليم و التعلـم القائم على التكنولوجيـا والتعلـم المعـرفي لا يزال في مراحله الأولى. يتنـاول هذا المقال التعيير الكتابي الـذي يتطلـب مهـارة عاليـة إذ يحـاول و يدعـو إلى ضرورة إعـادة النظـر في تصميـم مناهج اللغة الانجليزية في مرحلة التعليم العالي من خلال دمج التكنولوجيا مع التعبير الكتـابي. يحـاول هـذا المقـال إذن اكتشـاف الترابط بـن التعبيـر الكتابي والتعلّـم والتفكر لاقـتراح إطـار تربـوي مـن شـأنه أن يعـزز نجـاح الطلبـة في التعلـم والكتابـة علـى حـد سـواء. و هـذا يكـون مـن خـلال تطوير الوعـي المعرفي في عمليـة الكتابة مـن خلال نهج التعلـم القائـم علـى دمـج طـرق تعليميـة مختلفة مما يسـهل على الطـلاب الانضمام إلى عـالم الاتصـال الرقميItem A Blended Approach For Teaching Efl Writing At University Level(Faculté des Langues Etrangères. Université d'Alger 2 Abu Al-Qasim Saadallah, 2019-09-30) Arar, SamiraThis paper attempts to suggest ways of improving EFL writing instruction at tertiary level by exploring the interrelationship between writing, metacognition and blended learning. In accordance with the research findings of a former doctoral study (Arar, 2015), this article describes some applications of a suggested writing instructional model that combines principles from three approaches: Cognitive Academic Language Learning Approach, Computer Assisted Writing, and Writing Across the Curriculum. The aim of the proposed writing framework is to develop students’ metacognitive awareness during the writing process, as well as meet learners’ writing and learning needs via a more authentic and contextual writing instruction that promotes language, writing, technology use, and autonomy. The overall objective of this paper is to illustrate classroom applications of this instructional model that strives for improving students’ achievement in writing and in EFL learning.Item Efl Writing At Tertiary Level(Faculté des Langues Etrangères. Université d'Alger 2 Abu al-Qasim Saadallah, 2019-06-01) Arar, SamiraAt tertiary level, writing is not only a language learning and testing tool, but also a highly cognitive skill prerequisite for academic success. Nevertheless, in the Algerian University there seems to be no renovation in terms of syllabus content or teaching practices, since writing is still viewed as output, and not valued as possible input which can advance EFL learning, a fact that may be the underlying cause of EFL students’ low achievement in both writing and learning. This paper attempts, therefore, to examine the interrelationship between writing, learning and thinking by exploring the cognitive and metacognitive aspects of the writing skill in higher education. The ultimate objective is to readjust the place of writing in the EFL teaching/learning process for a better writing and EFL proficiency.