Investigating the Role of English-Speaking Clubs in Developing EFL Learners’ Communicative Competence. The Case of Some Selected Private Schools in Tizi-ouzou.
| dc.contributor.author | Ougoufri Souhila | |
| dc.contributor.author | Ouzzir Ryma | |
| dc.date.accessioned | 2024-09-22T08:34:56Z | |
| dc.date.available | 2024-09-22T08:34:56Z | |
| dc.date.issued | 2023 | |
| dc.description | 78p. ; 30cm(+CD-Rom) | |
| dc.description.abstract | This dissertation aims to investigate the role of English-Speaking Clubs in developing EFL learners’ communicative competence. The objectives of the study are threefold. First, it seeks to investigate the activities teachers implement in English-Speaking Clubs to develop EFL learners’ communicative competence. Second, it attempts to examine the scaffolding strategies teachers use in English-Speaking Clubs to enhance their learners’ communicative competence. Third, it strives to explore EFL learners’ perceptions about the extent to which participation in English-Speaking Clubs improves their communicative competence. This research is guided by the theoretical framework of ‘Social Constructivism Theory’ proposed by Lev Vygotsky (1978), putting emphasis on two core concepts: ‘Scaffolding and Active Learning’. A mixed-methods approach is adopted in this study as the main methodology for both data collection and data analysis. To collect the data, a questionnaire was administered to twenty-five (25) students and eight (8) classroom observations were carried out in two English-Speaking Clubs in two private schools in Tizi-ouzou. The findings indicate that teachers in English-Speaking Clubs implement active learning activities including ‘debates, role plays, discussions and presentations’ to develop their learners’ communicative competence. In addition, the results show that teachers use scaffolding strategies including modeling, offering explanations, inviting students’ participation, providing feedback and inviting students to contribute clues during the club sessions to enhance their learners’ communicative competence. Despite, some scaffolding strategies are used partially. Furthermore, the study displays that EFL learners perceive greater improvements in their communicative competence since joining the English-Speaking Clubs. Finally, it can be concluded that joining English-Speaking Clubs contribute to the development of EFL learners’ communicative competence. | |
| dc.identifier.citation | Didactics of Foreign Languages | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/24413 | |
| dc.language.iso | en | |
| dc.publisher | Mouloud Mammeri University | |
| dc.subject | active learning | |
| dc.subject | communicative competence | |
| dc.subject | English-Speaking Clubs | |
| dc.subject | private school | |
| dc.subject | scaffolding | |
| dc.subject | social constructivism theory | |
| dc.title | Investigating the Role of English-Speaking Clubs in Developing EFL Learners’ Communicative Competence. The Case of Some Selected Private Schools in Tizi-ouzou. | |
| dc.type | Thesis |