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All Journal LLT Journal: A Journal on Language and Language Teaching
Mehdaoui, Ahmed
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ALGERIAN THIRD YEAR ENGLISH COURSEBOOK SCRUTINY: ‘MY BOOK OF ENGLISH’ AS A SAMPLE Benabed, Ammar; Mehdaoui, Ahmed
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6884

Abstract

It is widely acknowledged that coursebooks can be a useful source of information and knowledge for both teachers and learners. They are frequently written by subject-matter experts and can provide a logical and exhaustive overview of the target topic. Referring to the 2022-2023 academic year and with respect to the integration of English in Algerian primary school education, it was noticed that the circumstances in which the decision has been taken might need much more time because the interval between the decision of English integration and coursebook design was too short for a well-thought teaching material. Therefore, the major issue that is being questioned is how well ‘My Book of English’ meets the learners’ age, interest, and attractiveness. The issue under investigation seeks to scrutinize the un/suitability of the current English coursebook content and its impact on 3rd-year primary school learners as regards their competency, needs, and preferences. To answer the research questions and dis/confirm its hypotheses, the study relies on a mixed method, ensuring credible and valid data. Consequently, one questionnaire was put online, and addressed to primary school English teachers, and only fifty-four (54) respondents willingly responded.  Besides, the coursebook evaluation grid was filled out by two experts, i.e., primary-school English teachers’ trainers. The results reveal that the coursebook content contains some shortcomings such as poor representation of the language culture, authentic material, grammar logical order, and glossary. In fact, these deficiencies should be palliated for high-quality instruction and successful achievement.
INVESTIGATING EMPLOYABILITY SKILL GAPS AMONG ENGLISH MAJOR STUDENTS IN ALGERIA Mehdaoui, Ahmed
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.v25i2.4912

Abstract

As English plays an increasingly important role in today's job market, several studies have shown a direct correlation between English and employability. In Algeria, many Algerians believe that good English skills can help them get better jobs. However, in today's 21st century, as studies have proven, college graduates are more employable if they have skills that meet the demands of the modern workplace. The question that arises from this study is whether Algerian students majoring in English have the skills that will enable them to pursue successful careers. As far as we know, few studies address skill gaps among Algerian major students. Therefore, this study aims to examine the discrepancies between the skills that Algerian English major students are taught in comparison to the set of skills required for employment. To address this, this work applied a quantitative approach using a questionnaire administered to 40 undergraduate students from the Department of English at Ibn Khalodun University in Tiaret, Algeria. Key findings of this research revealed a gap in teamwork and research analysis skills, which are top-notch competencies for employers. 
Co-Authors Benabed, Ammar