Arab World English Journal (AWEJ) Volume 12. Number3   September 2021                                       Pp.216-231
DOI:https://dx.doi.org/10.24093/awej/vol12no3.15

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The Socio-Cultural Impress on the Promotion of Self-Directed-Learning in Algerian
Universities
 

Hanaà BERREZOUG
Department of English Language and Literature
Faculty of Letters, Languages and Art
Saida University, Algeria
Email: mbhanae@yahoo.com

 

Received: 4/29/202                 Accepted:  9/6/2021                Published: 9/24/2021

                            

Abstract:
The Algerian universities have witnessed significant changes since the establishment of the three-tier system composed of Licence, Master, and Doctorate (LMD). The latter necessitates many changes in the learning process as well as teaching methods. Yet, to achieve self-directed learning, the learner should first achieve autonomy at the personal level. Thus, this paper is mainly devoted to analyzing the impress of Algerian cultural and social traditions on the development of self-directed learning. This study addresses the following question:  Do the Algerian cultural and social traditions enhance and facilitate self-directed learning or impede its implementation at university? The main aim of this paper is to investigate the aspects of the Algerian culture that hinder the promotion of self-directed learning. The research has been conducted in Saida University among Master students. To investigate the socio-cultural impact on the development of self-directedness, the researcher used a questionnaire and an interview that was related to Hofstede’s six-D Model. Discussing the Algerian culture through the lens of Hofstede’s six-D Model helped the researcher to diagnose the reasons behind the failure to promote self-directedness. The main finding of this research is that the collectivist nature of the Algerian culture retards the progress of self-directed learning. This paper also suggests that if the Algerian culture does not favor self-directed learning, educators should adopt new approaches and strategies that engage their learners in the learning experiences. Educators should counterbalance the parochial and paternalistic traditions with glocalization and multiple perspective curricula.
Keywords: Algerian socio-culture, Algerian universities, autonomy, democracy, glocalization, higher education, individualism, Hofstede’s six-D model, self-directed learning, socio-cultural impress

Cite as: Berrezoug, H. (2021). The Socio-Cultural Impress on the Promotion of Self-Directed-Learning in Algerian Universities,
Arab World English Journal, 12 (3) 216-231.
DOI:https://dx.doi.org/10.24093/awej/vol12no3.15

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Received: 4/29/202 
Accepted: 9/6/2021  
Published: 9/24/2021
https://dx.doi.org/10.24093/awej/vol12no3.15
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Dr Hanaà Berrezoug is Senior Lecturer of American studies at Dr Moulay Tahar University, Saida (Algeria). Her area of research includes American literature, American civilisation, race and ethnicity, and women’s issues. She published several papers in the fields of literature and women’s issues. She is author of The Hispanic Challenge to American National Identity (2019), and Course on American Drama (2021).
ORCid: https://orcid.org/0000-0002-2355-0465