Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of English Language Teaching and Linguistics Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Ezzeddine Saidi
University of Gabes
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Mixed-Method Analysis of Continuing Professional Development for EFL Teachers Ezzeddine Saidi
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3445

Abstract

This study explores how Tunisian teachers of English as a Foreign Language (EFL) understand Continuing Professional Development (CPD) and how the in-service training they receive from the inspectors shapes their beliefs about the role(s) of self-explorations in achieving autonomous CPD. It adopts a mixed-method design consisting of a questionnaire answered by 99 EFL teachers working in public schools across the country and interviews conducted with three EFL inspectors from different Regional Directorates of Education. The analysis of the data collected with the two instruments confirms that the preparation areas chosen for the teachers are exclusively determined by the inspectors, with minimum interference from the teachers; the majority of the surveyed teachers link their CPD cycles to the supervision provided by the inspectors; and the inspectors seem to have a deeper understanding of CPD, but they consistently advocate some degree of involvement in the teachers’ self-explorations.
Maintaining a Balanced Distribution of Language Skills in Textbooks for Young Learners: A Selection of Pedagogical Interventions Ezzeddine Saidi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 11(1), April 2026
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v11i1.1968

Abstract

This study focuses on the importance of maintaining a balanced exposure to the four language skills in English textbooks for Young Learners. Giving equal importance to the four skills in the early stages of language development is crucial to laying a solid foundation for long-term communicative competence. The study uses a mixed-method design to (1) study the distribution of the four language skills in two Tunisian textbooks for young learners, and (2) to propose remedial strategies for teachers to maintain a more equitable skill exposure across the activities presented to learners. The first part is quantitative in nature and reveals a clear imbalance in the teaching of the listening skill, which is completely missing in one textbook and is visibly less frequent in the other. The diagnosed distribution may hinder the attainment of the desired communicative proficiency level declared in the official curriculum and may have longer-term effects on students’ preparation for subsequent learning. To address the uneven distribution of listening skills across the two textbooks, the second part of the study presents a qualitative analysis of selected activities and proposes a range of adaptive solutions that reinforce the integration of listening input into tasks involving the other three language skills, as well as grammar and vocabulary.
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