Peoples' Democratic Republic of Algeria Ministry of Higher Education and Scientific Research ...

276 Pages·2016·2.89 MB·English

Peoples’ Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research
University of Abou Bakr Belkaid Tlemcen
Faculty of Letters and Languages
Department of English

A Psycho-pedagogical Framework for an Effective ICT Integration in
ELT: the Case of an ESP Course at EPSECG of Oran

Thesis submitted to the Department of English for the Degree of Doctorate in
Psychopedagogy

Presented by Supervised by
Mrs Soraya HALFAOUI Prof. Smail BENMOUSSAT

Board of Examiners
Prof. Hafida HAMZAOUI Pr. President (University of Tlemcen)
Prof. Smail BENMOUSSAT Pr. Supervisor (University of Tlemcen)
Prof. Fouzia BEDJAOUI Pr. External Examiner (University of Sidi Belabbes)
Prof. Zouaoui MERBOUH Pr. External Examiner (University of Sidi Belabbes)
Dr. Ghania OUAHMICHE MCA External Examiner (University of Oran)
Dr. Radia BENYELLES MCA Internal Examiner (University of Tlemcen)

2016

Declaration

I declare that the main text of the thesis is entirely my own work and that this
thesis work has not been previously submitted for the award of a degree at Tlemcen
University or any other institution of higher education.
I confirm that this is my own work and the use of all materials from other sources has
been properly and fully acknowledged

Tlemcen 5th October, 2015

Ms Soraya HALFAOUI

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Dedications

My heartfelt thanks go to my dear parents Halfaoui Lotfi and Malika, my sister
Nawal Souad and my brother Ilies, without whose unfailing love, support and
patience over time and distance, I could not go that far. A warm and everlasting kiss
to my little angels Mouhcine and Moncif whose smiles and little words shine upon me
that a shining sun every morning. God bless you all.

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Acknowledgments

This work would have never been possible without the help of the following
people: first of all Professor Benmoussat for providing me a serene and stimulating
working environment during the six years, and whose constant patience and
support helped a lot in the shaping of this research work during all its stages.
Many thanks go to all my former and everlasting teachers during my
university years who endeavour to bring their best, sharing their knowledge and
expertise without moderation during all the academic years. Thanks for being such
inspiring people.
Thanks are also due to all the colleagues and students at EPSECG with whom
I enjoyed working and learning. Thanks a lot for your enthusiasm and support.
I am also grateful to all the eminent members of the jury Prof. Hafida
HAMZAOUI, Prof. Ghania OUAHMICHE, Prof. Fouzia BEDJAOUI, Prof. Zouaoui
MERBOUH, and Dr. Radia BENYELLES for accepting reading and evaluating this
research work though their respective academic activities. Your advice will
certainly help me to make it better.

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Abstract

The aim of this research work is an attempt to design a practical framework to
integrate effectively ICT in ELT and more precisely in an ESP context, in this case
EPSECG (Ecole Préparatoire en Sciences Economiques, Commerciales et de
Gestion d’Oran), referred in this work as the: Preparatory School of Economic
Sciences, Commerce and Management of Oran. For so doing, we try to account the
underlying factors affecting its success and suggest an adequate plan of actions. We
posit the following hypothesis: to ensure quality education in the 21st century in
general and teaching English as a foreign language in particular using ICT, we need
as practitioners to line up the triadic dimensions: the psychological, the pedagogical
and the technological altogether. Hence, to increase the chances of successful
academic achievement and to better respond to the learners’ needs through the
enhancement of their learning, ICT with its numerous applications offers a myriad of
possibilities to teachers and learners alike to benefit from. However this may not be
reaped unless due consideration regarding threefold underpinning factors is taken
into account regarding teachers and learners alike: (1) their attitudes and perceptions
as far as ICT educational value is concerned, and (2) their knowledge and
experience concerning teaching/learning with technology. It seems to us as a
prerequisite if ESP pedagogy is to be transformed and learning to be enhanced. Put
together these factors define in a whole psycho-pedagogical framework for ICT
integration in TEFL that we propose
Keywords: ICT Integration, Perception, Innovation, TELL, Educational Psychology.

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Table of Chapter Contents

Declaration.....................................................................................................................i
Dedication.....................................................................................................................ii
Acknowledgements......................................................................................................iii
Abstract........................................................................................................................iv
Table of Contents.........................................................................................................v
List of Tables................................................................................................................xi
List of Figures........................................................................................................... xiv
List of Graphs........................................................................................................... xvi
List of Abbreviations............................................................................................. …xvii

GENERAL INTRODUCTION..................................................................................... 1

1. Chapter One: Review of Literature

1.1 Introduction...................................................................................................... 7
1.2 The Theoretical Background......................................................................... 7
1.3 The Differences between a Model & a Framework......................................... 8
1.4 Pedagogical Variables................................................................................... 10
1.4.1. The Objective....................................................................................... 10
1.4.2. Pedagogical Approach......................................................................... 11
1.4.3. Constructivism and Language Teaching.............................................. 14
1.4.4. Learner-centred Teaching.................................................................... 15
1.5 Psychological Variables................................................................................. 16
1.5.1. Attitudes and Perceptions in Language Learning........................... …. 16
1.5.2. Behavior and Motivation...................................................................... 17
1.5.3. Perceptions, Attitudes, Behaviors in Innovation Dissemination... … .18
1.6 ICT Integration............................................................................................... 19
1.6.1. Use vs Integration................................................................................ 19
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1.6.2. Prerequisites for ICT Integration in Classroom Context...................... .20
1.6.3. Types of Technology Integration.......................................................... 22
1.6.4. Levels of Technology Integration......................................................... 24
1.6.4.1. The SAMR Model of ICT Integration........................................ .24
1.6.4.2. The TPACK Model of ICT Integration....................................... 30
1.7 Conclusion......................................................................................................33

Chapter Two: Situation Analysis

2.1. Introduction .................................................................................................. 36
2.2. Issues Related to Teaching and Learning..................................................... 36
2.2.1. ELT in Algeria...................................................................................... 37
2.2.2. ESP in Algeria...................................................................................... 38
2.2.3. EIL: English as an International Language……………………………....41
2.3. ICT in Algeria................................................................................................. 43
2.3.1. Internet Usage Statistics for Algeria..................................................... 43
2.3.2. Internet Users Statistics for Algeria...................................................... 47
2.4. ICT in Algerian Educational Contexts………………………........................... 48
2.4.1. ICT in ELT in Algeria....................................................................... … 53
2.4.2. ICT in ELT: from CALL and TELL........................................................ 54
2.4.2.1. Definition.................................................................................. .54
2.4.2.2. Phases and Approaches to CALL and TELL............................ 54
2.5. Pre-Requisites of ESP Course Design (Fundamentals) .............................. 58
2.5.1. ICT in ESP: Things To Consider ......................................................... 62
2.5.2. The Communicative Competence In ESP. ......................................... 63
2.5.3. Bridging the Communicative Competence Gap in an ESP Course
using ICT Tools. ................................................................................ .64
2.6. Conclusion………………………………………………………..................... ….67

3. Chapter Three: Data Collection Procedures

3.1. Introduction. .................................................................................................. 69
3.2. The Problematics ……………….................................................................... 70
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3.3. The Research Questions............................................................................... 71
3.4. The Hypotheses........................................................................................... 72
3.5. The Theoretical Guidelines.............................................................................72
3.5.1. Exploratory Research.......................................................................... 73
3.5.2. Action Research....................................................................................74
3.6. Research Design and Data Collection Methodology.................................... .76
3.6.1. Quantitative Data Collection Methods...................................................78
3.6.2. Qualitative Data Collection Methods................................................... 78
3.7. Data Collection Procedures and Instruments............................................... 78
3.7.1. The SWOT (Audit) of the Context........................................................ 80
3.7.2. The Teachers’ Questionnaire............................................................... 83
3.7.3. The Learners’ Questionnaire............................................................... 84
3.7.4. The Economic Actors’ Questionnaire.................................................. 85
3.7.5. The Learners’ Focus Group Interview............................................ … 86
3.7.6. The Setting........................................................................................... 87
3.7.6.1. EPSECG Defined...................................................................... 87
3.7.6.2. ESP at EPSECG.................................................................. 87
3.8. The Sample Population................................................................................. 89
3.8.1. The Teachers’ Profile.......................................................................… 89
3.8.2. The Learners’ Profile........................................................................... .91
3.9. Validity & Reliability Issues Regarding the Research Procedures........... …..92
3.10. Limitations & Further Suggestions....................................................... 92
3.11. Conclusion........................................................................................... 93

4. Chapter Four: Data Analysis & Interpretation Procedures

4.1. Introduction.................................................................................................... 96
4.2. Analysis and Interpretation of Data............................................................. 98
4.2.1. Analysis and Interpretation of SWOT/ Observation ………………........98
4.2.1.1. SWOT Analysis and Strategic Plan Implementation……....... .102
4.2.1.2. The Plan of Actions Using the SWOT Analysis…………... … 104
4.2.1.3. EPSECG Strategic Plan……………………………………...... 105
4.2.1.4. Action Steps and Target Outcomes........................................ 106
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4.2.1.4.1. Pedagogy……………………………………………… …106
4.2.1.4.2. Psychology………………………………...………………106
4.2.1.4.3. Technology………………………………...………….......107
4.2.1.4.4. Organization………………………………...…………. …107
4.2.2. Analysis and Interpretation of data: Teachers’ Questionnaire............108
4.2.2.1. Teachers’ Software Usage………………………………....... …108
4.2.2.2. Instructional Tools and Materials………………………………..110
4.2.2.3. Professional Development about ICT…………………………..114
4.2.2.4. Factors that Encourage Technology Usage……………...……117
4.2.2.5. Perceptions about the Use of ICT .…………………………….122
4.2.2.6. Barriers to Technology Usage……………………………....... 124
4.2.3. Analysis and Interpretation of Data: Learners Questionnaire......... 129
4.2.3.1. Demographic Information……………………………………. 130
4.2.3.2. Learners’ English Exam Mark Average…………………….. .130
4.2.3.3. Learners’ Level Evaluation of English………………………... 131
4.2.3.4. Learners’ Difficulties when Learning English…………….......132
4.2.3.5. Learners’ Evaluation of Activities in the English Language
Classroom……………………………………………………….. 132
4.2.3.6. Learners’ Perception about the Time Allocated to the English
Sessions……………………………………………………………134
4.2.3.7. Learners’ Perceptions about English in Terms of
Importance……………………………………………………….. 135
4.2.3.8. Learners’ Intentions about future economic job
sectors …………………………………………………………… 137
4.2.3.9. Learners’ Perceptions about the way to make more interesting
the English Sessions………………………………………....... 138
4.2.3.9. Learners’ Perceptions about the way to make more interesting
the English Sessions…………………………………………….. 136
4.2.3.10. Learners’ Present Technological Uses and Future Possible
Educational Applications…………………………………………141
4.2.3.11. Learners’ Perceptions about the Necessity to Integrate
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