Faculty of Literature and Languages

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Subject: search.filters.subject.My Book of English

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    Investigating Teachers’ Perceptions and Classroom Implementation Practices in Relation to My Book of English in First-Year Middle School Classrooms: A Case Study in Ghardaia and Berriane
    (جامعة غرداية, 2026) Khadidja OULAD HADJ ALI , Manar REZZOUG
    Textbooks are an important tool in language teaching. Teachers, on the other hand, are the backbone of the classroom setting who believe, make decisions, and interpret this tool based on their knowledge. This develops their perceptions toward the textbook and how they implement it through strategies of adaptation, selection, and supplementation, in which they help in meeting learners’ needs and the merits of learning. Because the prescribed textbook does not always suit teachers, learners’ interests, and curriculum goals, this study aims to investigate teachers’ perceptions and classroom implementation practices in relation to My Book of English in first-year middle school classrooms at Ahmed Herouini, Mohammed Boudiaf, and Ourida Meddad in Ghardaia Province, and Abou El Yakadan and Metalag Metalag in Berriane. This study is particularly significant as My Book of English is being implemented for the first time this academic year, within a new educational context in which first-year middle school learners are the first cohort to have received English instruction at the primary school level following recent curriculum reforms. The research explores the perceptions and experiences of eight teachers toward the use of the textbook in terms of content, sequencing, activities, structure, and meeting learners’ needs. It also examines the implementation of the lessons through modifying and adjusting this material, and it identifies the materials that the teachers adopt as an alternative to My Book of English. To accomplish this study, a qualitative descriptive approach was adopted. Data were collected from eight teachers through classroom observation sessions and semi-structured interviews to gather substantial data. Also, an examination of the textbook sequences and the didactic guide’s contents in a comparative way through document analysis was conducted. The findings from the teachers’ interviews explored their perceptions, experiences, and attitudes towards the use of the prescribed textbook, instructional decisions regarding curriculum use, and instructional materials. Finally, the study presents the main results and provides pedagogical recommendations for teachers, curriculum designers, and educational authorities.
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    The Challenges Faced by EFL Teachers in Implementing the First-Year Middle School English Textbook in Algeria Middle School Teachers of English in Ghardaïa as a case study
    (2026) ATTACHI Khedidja, BOUABDELLI Ikrame
    English language education in Algeria underwent major reforms to meet the demands of globalization, with the Competency-Based Approach (CBA) at its core. Within this framework, the new first year middle textbook, my book of English, serves as a vital pedagogical tool to achieve the national educational goals. However, the successful implementation of this tool in real classroom remains associated with several pedagogical and educational challenges, and research on the specific difficulties teachers face with this new textbook is currently limited. The main objectives of this study are to identify the primary obstacles encountered by EFL teachers in Ghardaïa while using the textbook, explore the strategies they use to overcome these barriers, and evaluate the extent to which the textbook aligns with local pedagogical needs. This research adopts a descriptive mixed-method approach; to collect both quantitative and qualitative data, semi-structured questionnaires were distributed to a purposive sample of 30 middle school teachers. The findings revealed several implementation challenges, particularly learners’ low proficiency levels, overcrowded classrooms, limited instructional time, and the lack of teaching resources. Key results also indicate a misalignment between the textbook and official didactic guide, that force teachers to adapt activities, simplify content, and rely on supplementary materials to bridge the gap between theory and practice. These findings suggest that for effective implementation, the future textbooks’ design must better reflect the Algerian classroom and cultural realities, alongside the professional training and pedagogical support that authorities should provide to empower teachers as they navigate the changes of the educational reforms.
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    “My Book of English” Textbook of Fourth Year Primary Schooling Scrutiny and Evaluation
    (جامعة غرداية, 2024) Fatna, HADJ MATALLAH; Meriem, BENLMBAREK
    The textbook is considered a key tool in teaching English as a foreign language. However, despite its designers’ efforts, it might be stained with some noticeable deficiencies. Thus, an accurate exploring scrutiny and objective evaluation can set up efficiently such shortcomings. This study endures the responsibility to do so with “My Book of English” of 4 P S. It aims at checking out its appropriateness and suitability to Algerian young learners referring to defined set of criteria, namely: physical characteristics, content, methodology, skills and culture and student background. So as to explore the hypothesis that arrogates its partly inappropriateness and unsuitability, the evaluative quantitative approach is applied. The latter requires administering a questionnaire based on an evaluative checklist to a purposive non-random sample of eighteen English language teachers at middle and secondary schools of Ghardaia state, Algeria. The obtained results show that the examined textbook, on one hand, can be considered of good at both physical and content levels. On the other hand, it missed significant and crucial features at all of the methodology used, the skills introduced and the target culture insights. Accordingly, teachers of English at primary schools must be aware enough about that so as to adopt carefully and adapt responsibly when using such textbook.