Investigating the Algerian secondary school learners' attitudes and their pedagogical preferences regarding learning english as a foreign language: a case study of first year pupils at Amalou secondary school-Bejaia

Abstract EN

Recognizing the learners' beliefs and goals is at the core of learner-centred language education.

To promote this idea, the identification of the learners' beliefs and preferences should be given its due attention by decision makers, practitioners and researchers in the field of language teaching.

This study explored the attitudes and pedagogical preferences of the Algerian secondary school EFL learners in reference to their English classes.

To this purpose, a case-study qualitative research design was adopted and a questionnaire was administered to 116 first-year pupils at Amalou secondary school in the year 2020/2021.

The findings revealed that the learners have negative attitudes towards their English proficiency despite their positive attitudes towards the English language.

Besides, the learners' pedagogical preferences are considerably divergent from the teachers' classroom practices.

The learners tend to advocate a balanced instructional model that combines a variety of learning activities, teaching strategies and classroom interaction patterns.