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Democratic and Popular Republic of Algeria

Ministry of Higher Education and Scientific Research

Djillali Liabes University Sidi Bel Abbes

Faculty of Letters, Languages and Arts

Department of English

Dissertation Submitted to the Department of English as a Partial Fulfillment for the Degree of "Magister" in Psychopedagogy

Presented by:

Under the Supervision of: - Mrs. Zohra KADI - Pr. Fewzia BEDJAOUI

Board of Examiners:

President: Pr. Zouaoui MERBOUH (DLU), Sidi Bel Abbes. Supervisor: Pr. Fewzia BEDJAOUI (DLU), Sidi Bel Abbes. Examiner: Dr. Hind MOSTARI (MC-A) (DLU), Sidi Bel Abbes. Academic Year: 2017- 2018 The Notion of Learner Autonomy in the Algerian

EFL Classrooms:

The Case of 4

th

Year Pupils in

Guettaf Mansour Middle School (El-Bayadh)

I

Dedication

s I dedicate this research work to my parents who switch candles of hope around me, and devoted their lives to see me succeed

To my beloved husband

Slimane

who gave me support and help when I was really in need of them.

To my lovely families

KADI and DJOUDI

To all my teachers from the primary school to the university and to all my pupils Special dedication to my friends who stand by me in my hour of grief and give me belief, to my intimate friends Zahra and Fatima II

Acknowledgments

First and foremost, I would like to express my deep recognition to Allah, for giving me ambition, determination, and strength to finish this work. Sincere gratitude, deepest appreciation and heartfelt thanks to my supervisor Pr. Fewzia BEDJAOUI for her assistance, patience and guidance in the writing of this dissertation.

A deepest appreciation goes also to

Pr. MERBOUH, Pr.

MELOUK, Pr. OUERRAD, and Dr. BENAISSI for their valuable lectures during the theoretical year, beside a ll my teachers of the D epartment of English at the university of Sidi Bel Abbes and Saida. III

Abstract

This research is concerned with learner autonomy in the Algerian EFL context in general and middle education in particular. Through this study, the researcher aims to discover to wh ich extent the notion of learner autonomy exists in our middle schools. Therefore, a case study has been designed to investigate both teachers' and lear ners' perceptions and attitudes towards autonomous learning in EFL classroom.

The current

study contains four chapters: Chapter one is a literature review that covers general areas of learner autonomy; definitions, characteristics, principles and approaches. Chapter two provides an overview of ELT situation in Algeria, EFL status in the Algerian middle education and the newly introduce d approach, i.e. the Competency- Based Approach with reference to the notion of learner autonomy in this approach. In addition, the second chapter deals with a methodological design in order to answer the research questions. A triangulation method is used in this work; it includes data collection from questionnaires that have been put to middle school teachers and pupils, a classroom observation and an interview with the inspector of English in the city of El-Bayadh. The data collected from these research instruments were analysed quantitatively and qualitatively in the third chapter where some general findings have been drawn. Chapter four provides suggestions and recommendations about how to promote learner autonomy in Algerian EFL classroom .In fact, the research findings show that the notion of learner autonomy is still considered as a challenge for learners as well as teachers in Algeria n middle schools. Therefore, this work is an attempt to reveal the hindrances that impede our pupils from being autonomous in their learning proce ss, and to provide practical implications for both EFL teachers and learners to overcome the barriers they commonly meet when trying to be involved in autonomous learning. IV

TABLE OF CONTENTS

Dedications

I

Acknowledgements

Abstract ................................................................................................ III

Table of Contents

.I V

List of Tables, Diagrams,

Pie Charts and

Graphs .........................................XII Key to Abbreviations and Acronyms..............................................................XV GENERAL INTRODUCTION............... .................................................... 1

CHAPTER ONE: LITERATURE REVIEW

1.1

Introduction

1.2 The Historical Background of the Term "Autonomy"

................................5

1.3 Autonomy in

the Educational Context

1.4 Definitions of Learner Autonomy...........................................................8

1.5 Characteristics of Autonomous Learner ................................................10

1.6

Teacher Autonomy

............11 1.6.1

Characteristics of

Teacher Autonomy................................................14 1.6.2 Teacher Autonomy and Learner Autonomy..........................................15 1.7

The Autonomous Classroom

16 1. 8 The Learner's Roles in Autonomous Classroom .....................................18 V 1.8.1

Responsible for Learning

18 1.8.2

Involved in the Learning Process

18 1.8.3 Being Aware..............................................................................18 1.8.4 1.8.5

Creative

19 1.

9 Learning

Strategies and Learner Autonomy..........................................19

1.10 Language Learning Strategies (LLS)

1.10.1

Direct Strategies........................................................................21

1.10.2

Indirect Strategies

22

1.10.3

Metacognitive Strategies

2 2

1.10.4

Cognitive Strategies

2 2

1.10.5

Social Affective Strategies............................................................22 1.11 Language Learning Strategies for Learner Autonomy...............................23 1.12 Strategy Training.............................................................................24 1.1 3 Individual Autonomy and Group Autonomy...........................................26 1.1 4 Fostering Learner Autonomy.............................................................26 1.1 4 .1 Definition of Fostering Learner Autonomy.........................................26 1.1 4 .2 Tips to Foster Learner Autonomy....................................................27 1.1 4 .3 Approaches to Foster Learner Autonomy...........................................30 1.1 4 .4

Principles to Foster Learner Autonomy

..........32 VI 1.1 4 .5

Reasons for Foste

ring Learner Autonomy.............................................34 1.1 4 6 Benefits of Promoting Learner Autonomy in EFL Classroom.....................35 1.1 5 CHAPTER TWO: SITUATION ANALYSIS AND RESEARCH METHODOLOGY

2.1 Introduction ....................................................................................38

2.2 The Status of the English Language........................................................38

2.

3 Algerian

Educational

2.3.1

Primary Education

2.3.2 Middle Education.......................................................................... 40 2.3.3 Secondary Education.....................................................................40 2.3.4 Higher Education............................................................................40 2.3.5

Education Institutions

41

2.4 Algerian Educational Reforms

2.5 English Language Teaching in Algeria.....................................................42 2. 5 .1

The Objectives of ELT in Algeria

44
2. 5 .2 The Objectives of ELT in Middle Education..........................................47 2. 5 .3

Final Objectives of ELT for Fourth Year Pupils

48
2. 5 .4 ELT Textbooks in Algerian Middle School ..........................................50 2. 5 .5

Fourth Year ELT Textbook

5 2 2. 5 .6

The Notion of Autonomy within

On the Move .......................................54 VII 2. 6 Background of the Competency-Based Approach......................................56 2. 6 .1

CBA in the Algerian Educational Context

58
2. 6 .2 The Rationale of Implementing CBA in Algerian Schools..........................59 2. 6 .3 Learner's Roles in the CBA.............................................................60 2. 7

Research Design and Methodology

2 7 .1

Purpose of the Research

61
2. 7 .2

The Research Setting and Sample Population

62
2. 7 .2.1

Teachers'

Profile

6 2 2. 7 .2.2

Pupils' Profile

6 3 2. 7 .2.3

The Inspector's Profile

6 4 2. 7 .3

Data Collection Instruments

2. 7 .3.1 Teachers' Questionnaire.........................................................66 2. 7 .3.2

Learners' Questionnaire

6 7 2. 7 .3.3

Classroom Observation

67
2. 7 .3.4

Inspector's Interview

68
2. 7 .4

Limitation of Data

68
2. 8 Conclusion .....................................................................................69 CHAPTER THREE: DATA ANALYSIS AND RESEARCH FINDINGS

3.1 Introduction....................................................................................70

3. 2

Data Analysis

7 0 VIII 3. 2 .1 The Teachers' Questionnaire Analysis.................................................71 3.2.2 Discussions and Findings of Teachers' Questionnaire .88 3.2. 3

Learners' Questionnaire Analysis

9 4 3. 2 .4 Discussions and Findings of Learners' Questionnaire 109
3. 2 .5

Classroom Observation Analysis and Findings

114
3. 2 .6

The Interview Analysis

and Finding s .................................................. 119

3.3 Conclusion ..................................................................................123

CHAPTER FOUR:

PEDAGOGICAL RECOMMENDATIONS AND

SUGGESTIONS

4.1 Introduction....................................................................................125

4.2 Preparation for Autonomy.................................................................125 4.2.1

Preparing Teachers for Autonomous Learning

1 26

4.2.1.1

Teacher Training

1 26

4.2.1.2

Reflective Approach for Teacher Development

.............................128

4.2.1.2.1

4.2.1.2.2 Portfolios...................................................................130

4.2.1.2.3

Teacher's Logbook

131

4.2.1.2.

4 Posters......................................................................131

4.2.1.3

Teachers' Roles to Foster Autonomy in Learning............ ...132

4.2.1.3.1 Facilitator...................................................................132

IX 4.2.1 .3.2

4.2.1.3.3

4.2.1.3.4

4.2.2 Preparing Learners for Autonomous Learning

13 4

4.2.2.1

Learner Training

............134

4.2.2.2

Developing Learner Responsibility.............................................136

4.2.2.3

Enhancing Learners' Motivation...............................................137

4.2.2.3.1

Teacher Behaviour

1 38

4.2.2.3.2 Classroom Atmosphere ..................................................139

4.2.2.3.3

4.2.2.3.4 Self-confidence............................................................139

4.2.2.4

Learners'' Reflection

14 0

4.2.2.4.1

Learners' Journals and Self-reports ....................................140

4.2.2.4.2

Writing Diaries.............................................................141

4.2.2.4.3

Learning Logs

14 2

4.2.2.5

Approaches to Enhance Learner Autonomy..................................143

4.2.2.

5.1 Resource-Based Approach...............................................143

4.2.2.5.2

Technology-Based Approach............................................144

4.2.2.5.2.1 Computer-Assisted Language Learning (CALL) .............145

4.2.2.5.2.2 Internet...............................................................146

X

4.2.2.5.2.

3

4.2.2.5.3

Strategy- Based Instruction (SBI) .......................................148 4 .2.2.5.4 Scaffolding Strategies .......................................................150

4.2.2.6

Activities

to Promote Learner Autonomy.....................................151

4.2.2.6.1

Group Work.................................................................152

4.2.2.6.2 Homework..................................................................154

4.2.2.6.3 Self-Study Tasks...........................................................156

4.2.2.6.4 Project Work...............................................................157

4.2.2.7

Parental Support for Autonomy................................................161 4.2. 3 Preparing the Algerian EFL Classroom for Learner Autonomy 162

4.2.3.1

Classroom Atmosphere

4.2.3.2

Classroom Arrangement

163

4.2.3.3

Classroom Size....................................................................164

4.2.3.4

Reforming Education System for Autonomous Classroom 16 5

4.2.3.4.1

4.2.3.4.2

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