Exploring Teachers’ Attitudes Toward the Implementation and Impact of Teaching methods on the Students' Language Proficiency in Algerian Middle Schools.

Abstract

English language learning (ELL) in Algerian middle schools is an area of increasing interest due to globalization and growing importance of English proficiency in the modern world. This study aims at exploring the teachers' attitudes towards the implemented teaching methods and their use to enhance students' language proficiency (LP). It is hypothesized that middle school teachers have a positive attitude toward the implemented ELL methods in enhancing students’ LP in Algerian middle schools. The current research follows a qualitative-descriptive method through delivering a questionnaire to different English middle school teachers in order to achieve the aims and to confirm the aforementioned hypothesis. Additionally, an observation is conducted with 2nd and 4th year students of Ajoul Salh Middle School, Ain Makhlouf, Guelma, and Bediar Chikh Hafnaoui Middle School, Boumahra Ahmed, Guelma. The results of this study confirm the mentioned hypothesis that teachers have a positive attitude toward the implemented methods. However, there is a gap in their applications of these methods, since they fail in developing the most important aspect of LP, which is writing skills. Thus, it is recommended for teachers to be aware of the significant importance of choosing the suitable teaching methods and how to implement them in their classrooms.