الدوريات والمجلات الأكاديمية
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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 Integrating Flipped Learning Pedagogy In Higher Education: Fitting The Needs Of Covid-19 Generation(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-06-19) Bouguebs, Radiawere introduced. Educational activities were carried out remotely using websites, digital platforms…etc. Though online learning contributed a lot in saving students’ academic outcome; yet, it cannot reduce from the importance of face-to-face classroom instruction. The “Flipped Learning” classroom, another facet of Blended Learning, which makes an efficient use of class time, offers a teaching/learning environment that enhances students’ learning outcomes. Adopting this approach in higher education becomes a suitable alternative both for teachers and students especially with the resumption of face-to-face studies within the new protocol set up for the academic year 2020-2021. This paper attempts to investigate students’ knowledge and awareness about this new pedagogy; mainly that the FL classroom has proved efficient in multiple English as Foreign Language (EFL) settings. To reach the study objective, this descriptive analytical investigation delves into EFL learners’ learning experience within FL model so to facilitating the safe integration of this teaching/learning approach in higher education, and to empower EFL teachers surmount the major teaching/learning challenges to meet COVID-19 generation students’ needs and aspiration.