Résumé:
The current study is carried out to investigate teachers’ perceptions of using the different technological tools in Oral Expression classes to raise learners’ intercultural awareness. Thus, it has been hypothesized that teachers would have different attitudes and perceptions towards the use of technology in Oral Expression for the purpose of enhancing learners’ intercultural awareness. In order to verify this hypothesis, the descriptive qualitative method of research has been used, and the main qualitative data collection tools were an interview and a classroom observation. The sample of the present investigation consists of eight (08) teachers of Oral Expression at the department of English, 8 Mai 1945 University-Guelma who were interviewed and observed while teaching Oral Expression to different levels; 1st, 2nd, and 3rd year. The obtained data has revealed that teachers showed positive attitudes towards the use of technology in Oral Expression sessions to increase learners’ intercultural awareness. Some of them are not applying technology to do that. Besides that, it has been perceived that learners were unaware of intercultural differences due to the limited use of technological tools that is directed towards improving learners’ speaking and listening skills rather than introducing them to different cultures. On the basis of these findings, this inquiry suggests some pedagogical implications for learners, teachers, and policymakers to aid them in the process of raising intercultural awareness.
