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Incorporating Memes in the Algerian EFL Classroom: Possible Aspirations and Impediments
| المصدر: | مجلة البحوث التربوية والتعليمية |
|---|---|
| الناشر: | المدرسة العليا للأساتذة بوزريعة - مخبر تعليم - تكوين - تعليمية |
| المؤلف الرئيسي: | Sellami, Amina (Author) |
| مؤلفين آخرين: | Meftah, Yazid (Co-Author) |
| المجلد/العدد: | مج13, عدد خاص |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | مارس |
| الصفحات: | 949 - 968 |
| رقم MD: | 1469469 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Creative Pedagogy | Memes | Memes-based learning
|
| رابط المحتوى: |
عدد مرات التحميل
1
| المستخلص: |
Over the last few years, growing attentiveness towards modernizing ELT practices in Algeria has been considered. Nowadays’ learners bring to the classroom different needs and preferences which cannot be easily satisfied through traditional pedagogies, instead, more creative teaching practices are desired. This study, therefore, is an attempt to probe Algerian EFL teachers’ attitudes towards the possibility of incorporating memes-based learning in their EFL classroom. Also, it sheds light on the potential merits and possible challenges teachers might face when using memes. To attain these aims, an online questionnaire was administered to 41 random Algerian university teachers of English. The findings revealed that the participants have positive attitudes towards memes-based learning. They assumed that using memes may engage learners, lower their affective domains, and motivate them, even though they are hard to collect, understand, and time-consuming. Based on the findings, some practical implications for implementing memes-based learning in Algeria are suggested. |
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