Arab World English Journal (AWEJ) Volume 10. Number 1. March 2019                                                 Pp. 56-63
DOI: https://dx.doi.org/10.24093/awej/vol10no1.5

Abstract PDF

Full Paper PDF 

 Incorporating Professional Initiatives in EFL Classrooms: A Way to
Treat Pedagogical Solitude
 

  El-Alia Wafaâ ZAGHAR
Department of English
Faculty of Foreign Languages
University of Oran 2- Mohamed BEN AHMED-
Oran, Algeria

 

 

 

Abstract:
In this climate of the expansion of globalization, in today’s classrooms, encouraging student investment in writing is paramount. Due to the complicatedness of this skill, many teachers find it difficult to make their learners aware of the divergent phases of writing so they produce better compositions. Thus, the professionalism of teachers is inevitably essential in shaping the learners’ writing ability (assisting students as they develop a piece of writing, and boosting their engagement with writing), and learners can achieve successful learning outcomes if they grasp how best to improve their work. To make language learning more effective, there is a need for pursuing professional growth and providing conditions where teachers cooperate to attain higher levels of learning among their students. Indeed, professional development for a teacher is about acquiring new skills, creating a potent learning atmosphere, surmounting the barriers, rectifying the failures and moving forward. It provides ongoing opportunities for educators to continue to identify teaching/learning problems, develop solutions, raise their performance, address students’ needs and up their achievements. The present paper sets out to take a closer look at how teachers work with writing among the first year English as foreign language (EFL) students. It tends to offer an instruction based on a set of professional development methods that provide practitioners with several avenues to implement them in classroom practice. To this end, findings of the research indicate that the proposed strategies can lead to a virtuous bond between the teaching/learning process of written expression that may generate beneficial knowledge, valuable teaching, and constructive learning results.
KeywordsEFL students, professional development, writing, written expression

Cite as: ZAGHAR, E. W. (2019). Incorporating Professional Initiatives in EFL Classrooms: A Way to Treat Pedagogical Solitude.
Arab World English Journal, 10
 (1) 56-63.
DOI: https://dx.doi.org/10.24093/awej/vol10no1.5

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol10no1.5
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dr. El-Alia Wafaâ ZAGHAR is a senior lecturer at the University of Oran 2 in Algeria. She
received her PhD in Didactics from the University of Tlemcen, Algeria. Her main areas of
teaching, research and interests comprise Cultural Studies, English for Specific Purposes (ESP),
Linguistics, Research Methodology, Teaching English as a Foreign Language (TEFL) and Teacher
Education. ORCID: https://orcid.org/0000-0002-8185-3958.