Arab World English Journal (AWEJ) Volume 12. Number2 June 2021                                                Pp.268-278
DOI: https://dx.doi.org/10.24093/awej/vol12no2.18

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Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The
Case of English Teachers and Learners in Mostaganem District

 Meriem Baghoussi
Department of English
Faculty of Letters and Languages,
University of Abdelhamid Ibn Badis
Mostaganem, Algeria

 

Received: 3/19/2021   Accepted: 6/3/2021                Published:6/24/2021

Abstract:
Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.
Keywords: Algerian secondary-school EFL classes, competency-based approach (CBA), teacher-centered approach prevalence,
traditional teaching methods

Cite as:  Baghoussi, M . (2021). Teacher-Centred Approach Prevalence in Algerian Secondary-School EFL Classes:
The Case of English Teachers and Learners in Mostaganem District.  Arab World English Journal, 12 (2) 268-278.
DOI: https://dx.doi.org/10.24093/awej/vol12no2.18

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Received: 3/19/2021
Accepted: 6/3/2021  
Published: 6/24/2021   
https://dx.doi.org/10.24093/awej/vol12no2.18 
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Meriem Baghoussi holds a Ph.D. in Didactics and Applied linguistics from Abdelhamid Ibn Badis University, Mostaganem, Algeria. She has been teaching English in secondary school for seven years. Her research interests center around EFL teaching and Psychopedagogy.
https://orcid.org/0000-0001-5694-3364