Teaching and Testing English in the Algerian Educational System [post]

Othmane Meriem, Naima BOUYAKOUB
2020 unpublished
The relationship between teaching and assessment seems to be direct since they both complete each other. This current paper is an attempt to provide a systematic description of instruction and evaluation in the Algerian educational context within the License- Master- Doctorate reform (LMD reform). The present study has significant benefits in terms of researching the adequacy of applying new approaches in the classroom -as a new envision- for assessing the learners' competences. Using a
more » ... city of modes enables the teacher to evaluate his learners' capabilities elaborately and consequently fulfill their needs. This paper is an attempt to answer the question, how can EFL teachers assess their learners' competences with the implementation of new approaches that foster their communication skills. First, it tackles the status of English in the globalization era and the effect of this latter on evaluation. Second, it sheds light on the LMD reform with its main changes that affects teaching and testing, finishing up with speaking about English Language Teaching (ELT) in Algeria and, more precisely in Biskra , to provide data about the implemented methodology of measurement. In the present study, we employed classroom action research to assess the learners' communicative competence using a range of multimodal speaking tasks (videos, games, songs, role- plays, oral presentations, and discussion tasks). We opt for the use of both quantitative and qualitative methods for two chief reasons; first, to investigate the effectiveness of using the multimodality approach while assessing learners' competences and performances, second to explore the area under study. The findings revealed that EFL Teachers might evaluate their learners' abilities using a multiplicity of modes (visual such as videos, auditory such as songs, kinesthetic such as role-plays). Consequently, teachers are highly recommended to use innovative approaches to assess their learners' competences.
doi:10.31235/osf.io/r2q5g fatcat:6iotnhvrpbdllly76qce4yxgte