مؤلف Said KESKES
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الوثائق الموجودة المؤلفة من طرف المؤلف (4)
Affiner la rechercheBeliefs and Practices towards the Intercultural Dimension in Teaching/Learning English as a Foreign Language / Sara BOULANOUAR
عنوان : Beliefs and Practices towards the Intercultural Dimension in Teaching/Learning English as a Foreign Language : The Case of Secondary School Teachers/Learners in Bousaada نوع الوثيقة : وثيقة الكترونية مؤلفين : Sara BOULANOUAR, مؤلف ; Said KESKES, مدير النشر ناشر : Universite Mohamed Lamine Debaghine Setif2 تاريخ النشر : 2022 عدد الصفحات : 349 p الأبعاد : 21*30cm نقطة عامة : Langue Anglaise Spécialité Didactique اللغة : إنكليزي (eng) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي beliefs-EFL teaching/learning- intercultural competence- practices small 'c' culture تكشيف : 428 الاستخدام اللغوي خلاصة : The research sought to explore teachers' and students' beliefs regarding intercultural competence (IC), the orientations of the teaching/learning objectives, the potential gap between the beliefs and the classroom practices, and the factors hindering the development of IC. Through a sequential mixed-method design, data were collected through two consecutive phases. Data for the quantitative phase were generated from two sources: a questionnaire for teachers and a questionnaire for students. On the other hand, the qualitative data were collected from observation sessions, interviews with teachers, and focus group discussions with students. Our case study consisted of teachers and students enrolled in the academic year of 2019-2020 in Bousaada's (Algeria) secondary schools.The findings elicited that teachers' and students' understanding of intercultural competence was dubious and seemed to demonstrate an enlarged view of the communicative competence objectives. While the significance of intercultural competence in EFL teaching/learning was recognized by most of the participants, the aspects that support the acquisition of intercultural competence have not yet become a frequent concern. The cultural teaching practices were still governed by conventional teacher-centered teaching strategies. During the investigation many inconsistencies emerged namely the gap that exists between the beliefs and the practices, the exam-oriented practices and the process-oriented curriculum requirements, and the expectations of the curriculum and the teachers' training programs. The research aimed to provide meaningful and sufficient contextual knowledge and recommendations for the Algerian language learning environment. Therefore, it is recommended that the curriculum has to be reviewed by supplying explicit instructions and directions about intercultural teaching and has to include further cultural resources. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/2250 Beliefs and Practices towards the Intercultural Dimension in Teaching/Learning English as a Foreign Language : The Case of Secondary School Teachers/Learners in Bousaada [وثيقة الكترونية] / Sara BOULANOUAR, مؤلف ; Said KESKES, مدير النشر . - Universite Mohamed Lamine Debaghine Setif2, 2022 . - 349 p ; 21*30cm.
Langue Anglaise Spécialité Didactique
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي beliefs-EFL teaching/learning- intercultural competence- practices small 'c' culture تكشيف : 428 الاستخدام اللغوي خلاصة : The research sought to explore teachers' and students' beliefs regarding intercultural competence (IC), the orientations of the teaching/learning objectives, the potential gap between the beliefs and the classroom practices, and the factors hindering the development of IC. Through a sequential mixed-method design, data were collected through two consecutive phases. Data for the quantitative phase were generated from two sources: a questionnaire for teachers and a questionnaire for students. On the other hand, the qualitative data were collected from observation sessions, interviews with teachers, and focus group discussions with students. Our case study consisted of teachers and students enrolled in the academic year of 2019-2020 in Bousaada's (Algeria) secondary schools.The findings elicited that teachers' and students' understanding of intercultural competence was dubious and seemed to demonstrate an enlarged view of the communicative competence objectives. While the significance of intercultural competence in EFL teaching/learning was recognized by most of the participants, the aspects that support the acquisition of intercultural competence have not yet become a frequent concern. The cultural teaching practices were still governed by conventional teacher-centered teaching strategies. During the investigation many inconsistencies emerged namely the gap that exists between the beliefs and the practices, the exam-oriented practices and the process-oriented curriculum requirements, and the expectations of the curriculum and the teachers' training programs. The research aimed to provide meaningful and sufficient contextual knowledge and recommendations for the Algerian language learning environment. Therefore, it is recommended that the curriculum has to be reviewed by supplying explicit instructions and directions about intercultural teaching and has to include further cultural resources. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/2250 Exemplaires(1)
Call number Media type Location وضع E/104 Thèse salle de lecture مستتنى من الاعارة
عنوان : Fostering Vocabulary Comprehension in Academic Medical Course through the Implementation of Task-Based Pedagogy : The Case of First-Year Pharmacy Students at Sétif 1 University Titre original : تعزيز فهم المفردات في الدورة الطبية الأكاديمية من خلال تنفيذ أساليب التدريس القائمة على المهام نوع الوثيقة : وثيقة الكترونية مؤلفين : Hamza Tebani, مؤلف ; Said KESKES, Directeur de thèse ناشر : Setif : université mohamed lamine débaghine تاريخ النشر : 2024 عدد الصفحات : 339 p الماديات المرافقة : CD اللغة : إنكليزي (eng) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Approche basée sur des tâches à accomplir, vocabulaire et compétences réceptives, compréhension lexicale, anglais médical خلاصة : تكمن أهمية المفردات أثناء استعمالها في سياقات مختلفة لتنمية مهارات الاستيعاب وتعزيز الفهم. في نطاق تعلم الإنجليزية لأغراض طبية، يتطلب التمكن من الكلمات والمصطلحات بشكل عام التفاعل المستمر مع مختلف الوسائط والتجارب اللغوية لضمان تواصل سلس ومتسق. على الرغم من أهميتها الحاسمة، إلا أن آفاق البحث العلمي حول المفردات بحد ذاتها تكاد تكون محدودة في الإطار الأكاديمي للجامعة الجزائرية لغاية اللحظة. بهذا الصدد تهدف الدراسة الحالية إلى إلقاء الضوء على الآليات الضرورية لتطوير المفردات من خلال المقاربة القائمة على أساس الوظائف. بناء على ذلك، ركّز مسار هذا البحث على دراسة شبه تجريبية تتضمّن مجموعتين من طلاب السنة الأولى صيدلة بجامعة سطيف 1. باستخدام نهجين مختلفين، اتبعت المجموعة التجريبية (40=N) برنامجا تعليميا لتنمية المهارات المرتبطة بفهم المفردات، في حين خضعت المجموعة الضابطة (N=40) لبرنامج مغاير لصقل المهارات الشفوية. على مدى 11 أسبوعا، تمّ التطرق إلى محتويات متعددة ذات صلة بالقراءة والاستماع لاستدراج فهم المفردات بشكل معمّق. علاوة على ذلك، تناولت هذه الدراسة نهجا تضمّن جمع البيانات كميا ونوعيا من خلال استبيان متعلق باحتياجات الطلبة اللغوية وآخر حول انطباعاتهم تجاه المنهج المعتمد، مقابلات وتحليل المحتوى النوعي، اختبار تحديد المستوى في اللغة الإنجليزية، اختبار قبلي وبعدي لقياس الفروقات في فهم المفردات. وفقا للنتائج المتحصل عليها، تم التوصل إلى فعالية المقاربة القائمة على أساس الوظائف، وذلك بتطوير مهارات الفهم والاستيعاب مما يبرز تأثيرها الإيجابي على مستوى مهام القراءة والاستماع على حد سواء. ونظرا للمزايا التي تحظى بها هذا الأخيرة، تبيّن أيضا أنها تساهم في توسيع نطاق اكتساب المفردات وعملية التعلم، وذلك لتوافق الوظائف مع قدرات الطلبة وسهولة أدائها. من هذا المنطلق تبنّي هذا المنهج التعليمي يسهم في الارتقاء بمستوى التعلم لضمان كفاءات تتجاوز المهارات اللغوية لتشمل إمكانية التواصل، القدرة الإدراكية، التفكير النقدي واتخاذ القرارات. S'addressant à consolider la compréhension, le vocabulaire se manifeste primordialement pour la manipulation des compétences réceptives. Afin de cerner l'amplitude d'apprentissage de l'anglais médical, il est ainsi impératif de disposer d'une maîtrise lexicale étendue pour assurer une communi- cation fluide et cohérente. En dépit de son importance cruciale, les perspectives de recherche sur le vocabulaire en soi sont quasiment restreintes dans le contexte académique algérien jusqu'alors. A cet égard, la présente étude visait à remettre en œuvre des pratiques de développement lexical par le biais d'une approche basée sur des tâches à accomplir. En corollaire de cet objectif, la trajectoire de cette recherche s'est focalisée sur une conception quasi-expérimentale impliquant deux groupes d'étudiants de première année en pharmacie à l'Université Sétif 1. En utilisant deux approches distinctes, le groupe expérimental (N=40) ayant suivi un programme éducatif fondé notamment sur l'expansion du vocabulaire réceptif, tandis que le groupe témoin (N=40) a été exposé à un autre conçu pour déployer les compétences orales. S'étalant sur 11 semaines, le vocabulaire a été instancié à travers une immersion approfondie dans des compétences liées à la lecture et l'écoute. En outre, cette étude portait sur une approche hybride intégrant une collecte de données quantitative et qualitative par l'intermédiaire de deux questionnaires, un groupe de discussion et une interview, une analyse de corpus et un test de placement, un prétest et posttest de compréhension lexicale. Conformément aux résultats acquis, il s'est révélé que l'intégration de l'approche adoptée est appropriée pour élaborer la compréhension, mettant en évidence son efficience dans les tâches de lecture et d'écoute. Par ailleurs, il convient de mettre en exergue les principaux avantages de cette approche en termes d'accessibilité lexicale, processus d'apprentissage, pertinence des tâches et leurs commodités d'utilisation. Pour conclure, la mise en œuvre de cette approche amène à une constatation substantielle quant à l'amélioration des compétences linguistiques, cognitives et ainsi critiques. Fostering Vocabulary Comprehension in Academic Medical Course through the Implementation of Task-Based Pedagogy = تعزيز فهم المفردات في الدورة الطبية الأكاديمية من خلال تنفيذ أساليب التدريس القائمة على المهام : The Case of First-Year Pharmacy Students at Sétif 1 University [وثيقة الكترونية] / Hamza Tebani, مؤلف ; Said KESKES, Directeur de thèse . - Setif : université mohamed lamine débaghine, 2024 . - 339 p + CD.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Approche basée sur des tâches à accomplir, vocabulaire et compétences réceptives, compréhension lexicale, anglais médical خلاصة : تكمن أهمية المفردات أثناء استعمالها في سياقات مختلفة لتنمية مهارات الاستيعاب وتعزيز الفهم. في نطاق تعلم الإنجليزية لأغراض طبية، يتطلب التمكن من الكلمات والمصطلحات بشكل عام التفاعل المستمر مع مختلف الوسائط والتجارب اللغوية لضمان تواصل سلس ومتسق. على الرغم من أهميتها الحاسمة، إلا أن آفاق البحث العلمي حول المفردات بحد ذاتها تكاد تكون محدودة في الإطار الأكاديمي للجامعة الجزائرية لغاية اللحظة. بهذا الصدد تهدف الدراسة الحالية إلى إلقاء الضوء على الآليات الضرورية لتطوير المفردات من خلال المقاربة القائمة على أساس الوظائف. بناء على ذلك، ركّز مسار هذا البحث على دراسة شبه تجريبية تتضمّن مجموعتين من طلاب السنة الأولى صيدلة بجامعة سطيف 1. باستخدام نهجين مختلفين، اتبعت المجموعة التجريبية (40=N) برنامجا تعليميا لتنمية المهارات المرتبطة بفهم المفردات، في حين خضعت المجموعة الضابطة (N=40) لبرنامج مغاير لصقل المهارات الشفوية. على مدى 11 أسبوعا، تمّ التطرق إلى محتويات متعددة ذات صلة بالقراءة والاستماع لاستدراج فهم المفردات بشكل معمّق. علاوة على ذلك، تناولت هذه الدراسة نهجا تضمّن جمع البيانات كميا ونوعيا من خلال استبيان متعلق باحتياجات الطلبة اللغوية وآخر حول انطباعاتهم تجاه المنهج المعتمد، مقابلات وتحليل المحتوى النوعي، اختبار تحديد المستوى في اللغة الإنجليزية، اختبار قبلي وبعدي لقياس الفروقات في فهم المفردات. وفقا للنتائج المتحصل عليها، تم التوصل إلى فعالية المقاربة القائمة على أساس الوظائف، وذلك بتطوير مهارات الفهم والاستيعاب مما يبرز تأثيرها الإيجابي على مستوى مهام القراءة والاستماع على حد سواء. ونظرا للمزايا التي تحظى بها هذا الأخيرة، تبيّن أيضا أنها تساهم في توسيع نطاق اكتساب المفردات وعملية التعلم، وذلك لتوافق الوظائف مع قدرات الطلبة وسهولة أدائها. من هذا المنطلق تبنّي هذا المنهج التعليمي يسهم في الارتقاء بمستوى التعلم لضمان كفاءات تتجاوز المهارات اللغوية لتشمل إمكانية التواصل، القدرة الإدراكية، التفكير النقدي واتخاذ القرارات. S'addressant à consolider la compréhension, le vocabulaire se manifeste primordialement pour la manipulation des compétences réceptives. Afin de cerner l'amplitude d'apprentissage de l'anglais médical, il est ainsi impératif de disposer d'une maîtrise lexicale étendue pour assurer une communi- cation fluide et cohérente. En dépit de son importance cruciale, les perspectives de recherche sur le vocabulaire en soi sont quasiment restreintes dans le contexte académique algérien jusqu'alors. A cet égard, la présente étude visait à remettre en œuvre des pratiques de développement lexical par le biais d'une approche basée sur des tâches à accomplir. En corollaire de cet objectif, la trajectoire de cette recherche s'est focalisée sur une conception quasi-expérimentale impliquant deux groupes d'étudiants de première année en pharmacie à l'Université Sétif 1. En utilisant deux approches distinctes, le groupe expérimental (N=40) ayant suivi un programme éducatif fondé notamment sur l'expansion du vocabulaire réceptif, tandis que le groupe témoin (N=40) a été exposé à un autre conçu pour déployer les compétences orales. S'étalant sur 11 semaines, le vocabulaire a été instancié à travers une immersion approfondie dans des compétences liées à la lecture et l'écoute. En outre, cette étude portait sur une approche hybride intégrant une collecte de données quantitative et qualitative par l'intermédiaire de deux questionnaires, un groupe de discussion et une interview, une analyse de corpus et un test de placement, un prétest et posttest de compréhension lexicale. Conformément aux résultats acquis, il s'est révélé que l'intégration de l'approche adoptée est appropriée pour élaborer la compréhension, mettant en évidence son efficience dans les tâches de lecture et d'écoute. Par ailleurs, il convient de mettre en exergue les principaux avantages de cette approche en termes d'accessibilité lexicale, processus d'apprentissage, pertinence des tâches et leurs commodités d'utilisation. Pour conclure, la mise en œuvre de cette approche amène à une constatation substantielle quant à l'amélioration des compétences linguistiques, cognitives et ainsi critiques. Exemplaires(1)
Call number Media type Location وضع E/111 22 inconnu مستتنى من الاعارة
عنوان : Promoting intercultural sensivity to achieve successful cross-cultural communication through the integration ofcritical incident : case of first year EFL students at setif2 university نوع الوثيقة : وثيقة الكترونية مؤلفين : hanane Bennouioua, مؤلف ; Said KESKES, Directeur de thèse ناشر : Universite Mohamed Lamine Debaghine Setif2 تاريخ النشر : 2023 عدد الصفحات : 420 p اللغة : إنكليزي (eng) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي intercultural sensitivity, cross-cultural communication, critical incidents, foreign language higher education, oral class تكشيف : 428 الاستخدام اللغوي خلاصة : Intercultural sensitivity represents one of the fundamental competencies that need to be cultivated in foreign language higher education to meet the demands of globalization. As a case in point, the cardinal goal of oral classes is to teach language for communication; hence, it is fundamental to prepare learners to be successful cross-cultural communicators who understand, respect, appreciate, and mediate across cultural diversity. Notwithstanding, this aim was found to be scarcely and unsystematically approached, if never, amongst first-year students of English at Mohamed Lamine Debaghine, Setif 2, Algeria. Therefore, to address this problem, this study purported to promote intercultural sensitivity by integrating critical incidents. To this end, a quasi-experimental pretest-posttest non-randomized control group research was undertaken through the lens of a mixed methods approach. In this respect, the primary sample of the study consisted of two intact classes, with 19 students serving as the control group and 20 students as the experimental group. Besides, to increase the reliability of the research findings, a replication quasi-experimental scrutiny was conducted with another sample. Ultimately, descriptive statistics revealed that the experimental group increased from moderate intercultural sensitivity to higher levels across the participants' performance on the pretest and posttest. In contrast, the levels of the control group remained statically moderate. Over and above, the inferential outcomes of the Mann-Whitney U test on the posttest performance exposed a significant difference in favor of the experimental group with a p-value of 0.000 at the probability level of α < 0.05. The positive effect of the treatment has been confirmed as an aftermath. Moreover, the students' intercultural role-plays offered an explanatory continuum to the developmental process of intercultural sensitivity. Accordingly, the primordial role of intercultural sensitivity in achieving appropriate and effective cross-cultural communication was revealed. Further, exploring the post-experimental perceptions outlined the speaking and listening gains as a corollary to incorporating critical incidents. An array of recommendations was delineated, mainly the necessity to integrate the intercultural dimension into the Algerian foreign language oral syllabi and instructional practices at higher education, wherein critical incidents constitute a promising tool to satisfy this end. It was further recommended to disclose the causality between critical incidents and two salient factors of intercultural sensitivity, namely respect for cultural differences and interaction engagement. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/2442 Promoting intercultural sensivity to achieve successful cross-cultural communication through the integration ofcritical incident : case of first year EFL students at setif2 university [وثيقة الكترونية] / hanane Bennouioua, مؤلف ; Said KESKES, Directeur de thèse . - Universite Mohamed Lamine Debaghine Setif2, 2023 . - 420 p.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي intercultural sensitivity, cross-cultural communication, critical incidents, foreign language higher education, oral class تكشيف : 428 الاستخدام اللغوي خلاصة : Intercultural sensitivity represents one of the fundamental competencies that need to be cultivated in foreign language higher education to meet the demands of globalization. As a case in point, the cardinal goal of oral classes is to teach language for communication; hence, it is fundamental to prepare learners to be successful cross-cultural communicators who understand, respect, appreciate, and mediate across cultural diversity. Notwithstanding, this aim was found to be scarcely and unsystematically approached, if never, amongst first-year students of English at Mohamed Lamine Debaghine, Setif 2, Algeria. Therefore, to address this problem, this study purported to promote intercultural sensitivity by integrating critical incidents. To this end, a quasi-experimental pretest-posttest non-randomized control group research was undertaken through the lens of a mixed methods approach. In this respect, the primary sample of the study consisted of two intact classes, with 19 students serving as the control group and 20 students as the experimental group. Besides, to increase the reliability of the research findings, a replication quasi-experimental scrutiny was conducted with another sample. Ultimately, descriptive statistics revealed that the experimental group increased from moderate intercultural sensitivity to higher levels across the participants' performance on the pretest and posttest. In contrast, the levels of the control group remained statically moderate. Over and above, the inferential outcomes of the Mann-Whitney U test on the posttest performance exposed a significant difference in favor of the experimental group with a p-value of 0.000 at the probability level of α < 0.05. The positive effect of the treatment has been confirmed as an aftermath. Moreover, the students' intercultural role-plays offered an explanatory continuum to the developmental process of intercultural sensitivity. Accordingly, the primordial role of intercultural sensitivity in achieving appropriate and effective cross-cultural communication was revealed. Further, exploring the post-experimental perceptions outlined the speaking and listening gains as a corollary to incorporating critical incidents. An array of recommendations was delineated, mainly the necessity to integrate the intercultural dimension into the Algerian foreign language oral syllabi and instructional practices at higher education, wherein critical incidents constitute a promising tool to satisfy this end. It was further recommended to disclose the causality between critical incidents and two salient factors of intercultural sensitivity, namely respect for cultural differences and interaction engagement. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/2442 Exemplaires(1)
Call number Media type Location وضع E/108 22 inconnu مستتنى من الاعارة
عنوان : The Effect of Experiential Education on EFL Students' Learning Development : The Case of First-Year LMD Students in the Department of English Language and Literature at Setif 2 University نوع الوثيقة : وثيقة الكترونية مؤلفين : Bouguerne,Aicha, مؤلف ; Said KESKES, Directeur de thèse ناشر : Universite Mohamed Lamine Debaghine Setif2 تاريخ النشر : 2024 عدد الصفحات : 288 p الماديات المرافقة : CD اللغة : إنكليزي (eng) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Experiential Education, Dynamic Matching Model of Teaching around the Learning Cycle, learning development, learning cycle, learning flexibility, learning styles, Kolb Learning Style Inventory (KLSI 4.0). تكشيف : 420 اللغة الإنجليزية خلاصة : The current research aims to investigate the effects of Experiential Education through the Dynamic Matching Model of teaching around the learning cycle on first-year EFL (English as a Foreign Language) students' learning development as assessed by the Kolb Learning Style Inventory 4.0 (KLSI 4.0). For that reason, it started with exploring teachers' and first-year students' perceptions about learning styles and learning development at the Department of English Language and Literature at Mohamed Lamine Debaghine Setif 2 University. The data revealed the students' difficulties with adapting their learning to the demands of their courses and showed a perceived focus on the delivery of EFL content rather than the development of students' learning. The research proceeds then with a quasi-experimental stage that involved a conveniently selected sample of 38 first-year EFL students to test the effectiveness of Experiential Education in developing first-year EFL students' learning. Both the control group (CG) (n=18) and the experimental group (EG) (n=20) took the KLSI 4.0 in the pre-test and post-test phases and a twelve-session treatment using the Dynamic Matching Model of was applied to the EG. The t-test results revealed a significant development in the EG's learning modes' use and flexibility level. Their learning styles were also adapted to better match the EFL demands with a wider range of backup styles. Moreover, a post-treatment questionnaire and a focus group discussion were used to explore the EG's reflections affirming the positive effects of this method on students' learning development and performance in the different EFL courses. As a result, this study suggests the implementation of Experiential Education through the Dynamic Matching Model in the EFL classroom to help learners develop their learning abilities, styles, and flexibility to better match their different courses' demands. In addition, decision makers in the Algerian higher education are invited to create Experiential Learning Centers to provide both students and teachers with training opportunities to develop their Experiential Education knowledge and practices. The Effect of Experiential Education on EFL Students' Learning Development : The Case of First-Year LMD Students in the Department of English Language and Literature at Setif 2 University [وثيقة الكترونية] / Bouguerne,Aicha, مؤلف ; Said KESKES, Directeur de thèse . - Universite Mohamed Lamine Debaghine Setif2, 2024 . - 288 p + CD.
اللغة : إنكليزي (eng)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Experiential Education, Dynamic Matching Model of Teaching around the Learning Cycle, learning development, learning cycle, learning flexibility, learning styles, Kolb Learning Style Inventory (KLSI 4.0). تكشيف : 420 اللغة الإنجليزية خلاصة : The current research aims to investigate the effects of Experiential Education through the Dynamic Matching Model of teaching around the learning cycle on first-year EFL (English as a Foreign Language) students' learning development as assessed by the Kolb Learning Style Inventory 4.0 (KLSI 4.0). For that reason, it started with exploring teachers' and first-year students' perceptions about learning styles and learning development at the Department of English Language and Literature at Mohamed Lamine Debaghine Setif 2 University. The data revealed the students' difficulties with adapting their learning to the demands of their courses and showed a perceived focus on the delivery of EFL content rather than the development of students' learning. The research proceeds then with a quasi-experimental stage that involved a conveniently selected sample of 38 first-year EFL students to test the effectiveness of Experiential Education in developing first-year EFL students' learning. Both the control group (CG) (n=18) and the experimental group (EG) (n=20) took the KLSI 4.0 in the pre-test and post-test phases and a twelve-session treatment using the Dynamic Matching Model of was applied to the EG. The t-test results revealed a significant development in the EG's learning modes' use and flexibility level. Their learning styles were also adapted to better match the EFL demands with a wider range of backup styles. Moreover, a post-treatment questionnaire and a focus group discussion were used to explore the EG's reflections affirming the positive effects of this method on students' learning development and performance in the different EFL courses. As a result, this study suggests the implementation of Experiential Education through the Dynamic Matching Model in the EFL classroom to help learners develop their learning abilities, styles, and flexibility to better match their different courses' demands. In addition, decision makers in the Algerian higher education are invited to create Experiential Learning Centers to provide both students and teachers with training opportunities to develop their Experiential Education knowledge and practices. Exemplaires(1)
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