Developing Elementary EFL Learners' Procedural Knowledge and Strategic Awareness in Reading Classes during the COVID-19 Pandemic: Algerian Teachers' Challenges

Autor/in	Ammour, Kamila
Titel	Developing Elementary EFL Learners' Procedural Knowledge and Strategic Awareness in Reading Classes during the COVID-19 Pandemic: Algerian Teachers' Challenges
Quelle	In: Arab World English Journal, (2021), S.127-135 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ammour, Kamila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; COVID-19; Pandemics; English (Second Language); Second Language Instruction; Language Teachers; Reading Instruction; Middle School Teachers; Reading Strategies; Teaching Methods; Barriers; School Closing; Teacher Attitudes; Student Motivation; Distance Education; Time Factors (Learning); Algeria + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Leseunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; School closings; Schule; Schließung; Schließung (von Schulen); Lehrerverhalten; Schulische Motivation; Distance study; Distance learning; Fernunterricht; Algerien
Abstract	The COVID-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners' learning habits and teachers' teaching practices. In this regard, this paper aims to explore the teachers' challenges while implementing a reading strategy-based instruction for beginners during the COVID-19 pandemic, taking the Algerian middle schools as a case in point. It highlights the difficulties to achieving quality in developing learners' procedural knowledge and strategic awareness in EFL reading classes. The leading approach to the issue is the interactive approach. To attain the objective of the research, the qualitative method was adopted. Classroom observation and structured interviews were used to collect data. The population targeted was composed of 20 teachers from 16 middle schools in Tizi-Ouzou. The collected data were subjected to qualitative content analysis. The results of the study reveal that most teachers are aware of the importance of reading strategy-based instruction. However, they do not teach them systematically or consistently. Indeed, lack of targeted teacher training, time constraints, and disregard of metacognitive instruction are likely to be obstacles to the efficient implementation of reading strategy-instruction. Furthermore, the COVID-19 pandemic has thrown up several psychological and cognitive learners' difficulties, including decreased motivation and lack of cognitive focus, making the teaching process more challenging. The results imply a need for a revision of teachers' professional development programs and a re-consideration of the elementary EFL courses. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01