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All Journal Jurnal Arbitrer LLT Journal: A Journal on Language and Language Teaching
Sarnou, Hanane
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EFL TEACHERS’ ATTITUDES ON GENDER DIFFERENCES IN SCHOOL ACHIEVEMENTS Belaid, Louiza; Sarnou, Hanane
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.224 KB)

Abstract

This work assesses the perspectives of teachers on pupils? classroom performance in a foreign language. Its objectives target to discover the challenges that educators face in teaching English. English is a foreign language that teachers encounter difficulties to teach especially to a population whereby their linguistic background does not help in using the language properly. In this prospect, our research questions search for the obstacles that hinder the teachers of English from receiving a positive feedback from their pupils? performance. As a research tool, a questionnaire is handed to forty six teachers in Tissemsilt-Algeria. The results exhibit weaknesses in dealing with pupils especially in using the language in an oral or a written task, besides the violent behaviour of males in the classroom which represents a hindrance for educators to manage the classroom, communicate and teach effectively.DOI: 10.24071/llt.2019.220203
MOBA GAMES IN EFL EDUCATIONAL SETTINGS FOR INTERCULTURAL LANGUAGE TEACHING Ghaffour, Mohamed Toufik; Sarnou, Hanane
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i2.4505

Abstract

This paper unveils the relative merits of multiplayer online battle arena (MOBA) games in EFL educational settings for educational purposes, particularly rechecking the influence of League of Legends (LoL) on the EFL learners’ ICC. We have used Byram’s (1997) Model as a framework of assessment for thematic analysis, and both the Cultural Intelligence Scale (CQS), modified by Gozzoli and Gazzaroli (2018) and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) by Wu et al. (2013) to ensure a consistent questionnaire. Our participants were 75 Algerian EFL learners (Males=86,7%, Females= 13,3%) from different educational levels, aged 20.08 (SD= 2.99). The results indicate a need to design a more convenient MOBA game as a replace for LoL, as well as adopting a flexible assessment continuous guidance to ensure appropriate ICC instruction.
STUDENTS OF ENGLISH IN ALGERIAN UNIVERSITY AND THEIR PERSPECTIVES OF EMPLOYABILITY AFTER GRADUATION Belaid, Louiza; Sarnou, Hanane
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019): April 2019
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v22i1.1647

Abstract

Success at university requires achieving a high degree; however, after university, it is perceived through the achievement of financial satisfaction. This investigative work examines the students perspectives of their professional careers after graduation from university. Our objective is to see the extent to which students are prepared to insert in the professional life. A questionnaire is used as an instrument in this enquiry to fifty five students at the University of Ibn Khaldoun- Tiaret. The results reveal that students are not fully qualified to take part in the state service and they fear unemployment due to the lack of job opportunities, the latter is believed to be caused by the large number of university graduates. For this, reviewing the admission of students at university is compulsory, that is to say, reducing the number of bachelors by accepting only competent learners and then providing a job opportunity for each graduate respectively on the basis of their potential.
EFL TEACHERS ATTITUDES ON GENDER DIFFERENCES IN SCHOOL ACHIEVEMENTS Belaid, Louiza; Sarnou, Hanane
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019): October 2019
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v22i2.1895

Abstract

This work assesses the perspectives of teachers on pupils classroom performance in a foreign language. Its objectives target to discover the challenges that educators face in teaching English. English is a foreign language that teachers encounter difficulties to teach especially to a population whereby their linguistic background does not help in using the language properly. In this prospect, our research questions search for the obstacles that hinder the teachers of English from receiving a positive feedback from their pupils performance. As a research tool, a questionnaire is handed to forty six teachers in Tissemsilt-Algeria. The results exhibit weaknesses in dealing with pupils especially in using the language in an oral or a written task, besides the violent behaviour of males in the classroom which represents a hindrance for educators to manage the classroom, communicate and teach effectively.
EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study Bin-Hady, Wagdi; Sarnou, Hanane; Schug, Daniel
Jurnal Arbitrer Vol. 11 No. 1 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.1.13-28.2024

Abstract

Glocalization is the practice of combining global and local approaches. In English language teaching, it involves adapting materials to reflect the students’ local environment while still equipping them with intercultural communication skills. Nevertheless, it is a phenomenon that teachers are unfamiliar with in many parts of the world. Guided by glocalization research, this study aims to study the teaching practices of university instructors of English as a foreign language (EFL) in Yemen, Algeria, and France, as well as their attitudes towards glocalization. A mixed-methods approach was adopted, including both a questionnaire addressed to 78 teachers and interviews with a select group of 21 EFL professors and instructors working in the three countries, to understand and analyze their use of a glocalized approach for teaching EFL. The results revealed that EFL teachers in all three countries recognized the importance of applying a glocalized approach in their classrooms and used a variety of strategies, technologies, and materials to implement it. Finally, the study found no significant differences in the attitudes of EFL teachers in Yemen, Algeria, and France towards adopting glocalized approaches. Still, some noticeable differences can be observed, particularly in how teachers in the different countries glocalized their classrooms. French participants, for example, focused on the types of documents studied in class and how they were selected, while the Algerian and Yemeni participants focused their comments on their general strategies. This study highlights the awareness of EFL teachers of the importance of including local values while teaching a foreign language to their students.
Co-Authors Belaid, Louiza Bin-Hady, Wagdi Ghaffour, Mohamed Toufik Schug, Daniel