M. CHERIET Imane

MCA

Directory of teachers

Department

Department of Letters and English Language

Research Interests

Educational Psychology Psychometrics Applied linguistics Curriculum Development and Evaluation Meta Research ESP

Contact Info

University of M'Sila, Algeria

Email : imane.cheriet@univ-msila.dz

On the Web:

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Recent Publications

2025-02-03

The Future of ESP in Algerian Universities: Bridging Academia and Professional Sectors

English has become a global lingua franca, shaping education, business, and professional sectors. In Algeria, the demand for English proficiency is growing, not only in traditional fields like education and academia but also in business, law, healthcare, and technology. English for Specific Purposes (ESP) plays a crucial role in equipping university students and professionals with the language skills needed to thrive in their specialized fields. However, for ESP to effectively support professional development, universities must establish stronger collaborations with industries, ensuring that language instruction is tailored to real-world demands.
Citation

M. CHERIET Imane, (2025-02-03), "The Future of ESP in Algerian Universities: Bridging Academia and Professional Sectors", [national] تعليم اللغة الانجليزية , جامعة البشير الابراهيمي برج بوعريريج

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2024-12-16

Teaching English in the EFL Classrrom

This course is published on the DESPACE of M'sila university following this link:
https://repository.univ-msila.dz/items/cfdc04a8-4a51-44e9-bf59-bb3236a483b2

it serves language students in understanding the intricate relationship between linguistic constructs and cultural meanings, fostering a deeper understanding of their interconnectedness that shapes human communication Furthermore, it presents the critical role of cultural competence for both second language learners and educators. Students will engage in a critical examination of the multifaceted influences culture exerts on the processes of teaching and learning, gaining valuable insights into the complex dynamics that shape successful language acquisition.
Citation

M. CHERIET Imane, Imane CHERIET, , (2024-12-16), "Teaching English in the EFL Classrrom", [national] University of M'sila

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2024-11-09

Integrated Performance Assessment(IPA)as a Strategic Approch for Enhencing Listening and Reading Comprehension Skills

The presentation titled "Integrated Performance Assessment (IPA) as a Strategic Approach for Enhancing Listening and Reading Comprehension Skills" explores the application of IPA in improving English as a Foreign Language (EFL) learners' ability to comprehend spoken and written texts. By aligning assessment with real-world tasks, the presentation argues that IPA fosters a holistic development of language skills, focusing not only on individual abilities but on learners' ability to integrate listening and reading skills effectively. Through the use of innovative materials, techniques, and tools, this approach aims to create more dynamic and meaningful learning experiences, contributing to the advancement of EFL learners' comprehension capabilities. The presentation, part of the 5th Doctoral Day, highlights how such strategies can be utilized to enhance EFL instruction in practical and engaging ways.
Citation

M. CHERIET Imane, (2024-11-09), "Integrated Performance Assessment(IPA)as a Strategic Approch for Enhencing Listening and Reading Comprehension Skills", [national] The 5th Doctorial Day on: Enhencing listening and reading skills in English as a Foreign Language: Effective and Innovative Materials, Techniques and Tools , M'sila university, Department of English language

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2024-06-25

Making Oral presentations workshops

The workshops aim to equip doctoral students from various specialties and disciplines with essential English language skills that are crucial for their academic and professional development. As English is the dominant language in research and scholarly communication, proficiency in academic writing, reading, and presentation skills enhances students' ability to engage with international literature, publish in reputable journals, and participate in global academic discussions. These workshops provide targeted instruction in key areas such as writing research papers, understanding academic texts, and effectively presenting findings at conferences. By fostering a strong command of English, the workshops help doctoral students overcome language barriers, improve their confidence, and expand their academic and professional opportunities.
Citation

M. CHERIET Imane, (2024-06-25), "Making Oral presentations workshops", [national] ورشات التكوين لطلبة الدكتوراة في مقياس اللغة الانجليزية , مركز اللغات المكثفة بجامعة مسيلة

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2023-12-17

Demystifying the Secrets of Academic and Scientific Communication: A guide to Doctoral Students

Future Researchers who will continue to advance knowledge and shape the future of their fields
Doctoral students generate new knowledge through their research, pushing the boundaries of existing disciplines and contributing to groundbreaking discoveries.
Faculty members with doctoral degrees are at the forefront of research, leading research projects, securing funding, and publishing their findings in top academic journals.
Citation

M. CHERIET Imane, (2023-12-17), "Demystifying the Secrets of Academic and Scientific Communication: A guide to Doctoral Students", [national] Algerian Scientific Publication and Peer Review: Status Quo and Future Directions , جامعة مسيلة- كلية الاداب واللغات

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2023-12-13

the relationship between quality of life and the prevalance of drug addiction

The quality of life and drug addiction
Citation

M. CHERIET Imane, (2023-12-13), "the relationship between quality of life and the prevalance of drug addiction", [national] Quality of life and indicators of psychological healthin the Algerian society , University of M'sila, department of psychology

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COVID Generation University Students: Damaged or Empowered?

More than any crisis faced by the world, the COVID-19 pandemic has forged university students’ experiences on a global scale. As such, students have faced a variety of challenges as a result of the mandatory quarantine. These challenges have had both a negative and a positive impact. On the one hand, student struggled with the disruptions to their studies and the battle to stay motivated and engaged. On the other hand, the pandemic has also given university students the opportunity to develop new skills and strengths. Accordingly, this paper will explore the impact of the COVID-19 pandemic on Algerian university students. It discusses the challenges that students have faced as well as the empowerments they have gained. In view of that, this small scale descriptive study draws on data from a variety participants including students and teachers to provide a comprehensive overview of the topic. The purposefully selected sample of this study consists of a group of fifty COVID-19 generation EFL Master2 students and their teachers. The findings of this study will be of interest to higher education practitioners, educators, researchers, and policymakers seeking to understand the impact of COVID-19 pandemic on university students and to support their learning and achievement after the pandemic.
Citation

M. CHERIET Imane, (2023-12-13), "COVID Generation University Students: Damaged or Empowered?", [international] The First International Conference on: Teaching and Learning in Post-Covid: Reality and Expectations , University of Saida

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2023-12-04

Assessing the Acacdemic Needs of Doctoral students in Educational Sciences

English is a versatile language that is globally accredited as the lingua franca of science and research. In this regard, developing a satisfactory level of English language proficiency is one of the crucial responsibilities of a researcher in order to access the latest research findings and to globally communicate their own work to other researchers. In equipping their doctoral students with appropriate English language skills, understanding their Academic English needs would definitely enable doctoral programs to develop and implement targeted interventions and proper training options. Within this scope, this study is an analysis of the academic English needs of doctoral students in educational sciences doctoral programs. The study surveyed 80 doctoral students and 35 doctoral tutors in educational sciences programs in different Algerian universities using semi-structured interviews as the main research tools. The survey explored doctoral students’ use of English in their academic work, and their perceived English language needs. The findings of this study provide insights about the academic English needs in the field of education necessary to inform English language teaching and support doctoral programs plans to prepare adept researchers.
Citation

M. CHERIET Imane, (2023-12-04), "Assessing the Acacdemic Needs of Doctoral students in Educational Sciences", [international] The Future of Assessment in the Algerian Higher Education: Blending the best of the Digital and the Traditional Assessment Methods , university of Tebessa

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2023-10-23

Culture and Text: EFL Teachers’ and Students’ Awareness of Cross-Cultural Rhetoric

One of the 21st century academic skills to master are the effective written communication skills in a cross-cultural modern globalized world. As EFL teachers of writing, we have often contemplated our students’ writings, in terms of mechanics, grammar and vocabulary, and found that their productions are not, in most cases, purely English like. This is due to their L1 influence which culturally shaped a set of rhetorical strategies they acquired during prior learning experiences, particularly, of writing in their mother tongue. Since both language and writing are culture-bound phenomena, the present study foregrounds the intricate ties between cultural meanings and rhetorical choices in writing. Research in the area of Contrastive rhetoric (CR) or intercultural rhetoric strongly emphasized that students across cultures need a full awareness of the L2 rhetorical conventions in order to familiarize with the disparities featuring L1 and L2 rhetoric patterns. Ideally, unless EFL students’ writing skill does inevitably entail their ability to culturally shape and reach the English rhetoric conventions, their intercultural communication would not be successful. Hence, this study is a twofold foci: to investigate and call for both students and teachers’ awareness raising of the L2 intercultural rhetoric, which embraces a knowledge of the link between culture and writing. Accordingly, this descriptive study took place, within a context of an EFL institution, at M’sila University, using a questionnaire with a sample of 40 third year EFL students and interviews with 15 writing teachers.
Citation

M. CHERIET Imane, (2023-10-23), "Culture and Text: EFL Teachers’ and Students’ Awareness of Cross-Cultural Rhetoric", [national] The First National Online Conference on “Intercultural Communication in the Wake of Going Global” , Tebessa University, Department of English language and letters

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2023-08-31

The Washback Of Continuous Assessment Methods On Teaching Practices In Higher Education Context: The Case Of Efl Teachers At The Department Of English Language At M’sila University

Integrating the LMD system in the Algerian higher education has brought a drastic shift from traditional assessment methods to amended alternatives. Among the renovations is the integration of continuous assessment (CA) along with the main examination system to determine students’ success in the different modules. CA would definitely have a washback on both teaching and learning practices. In this respect, this study attempts, particularly, to explore the washback of CA on EFL teaching practices. This descriptive study makes use of an online questionnaire that was administered on a sample of 35 EFL teachers at the department of English at M’sila University. The findings revealed significant feedback about the usefulness of CA. It was also found that it has a possible negative washback on teaching methods. Accordingly, this study sheds light on the negative washback of CA and the necessity of addressing it to enhance the quality of university teaching practices
Citation

M. CHERIET Imane, (2023-08-31), "The Washback Of Continuous Assessment Methods On Teaching Practices In Higher Education Context: The Case Of Efl Teachers At The Department Of English Language At M’sila University", [national] أبوليوس , أبوليوس

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2022

دور المشرف في اعداد اطروحة الدكتوراه- the role of the supervisor in preparing the doctoral thesis.

the role of the doctoral supervisor in preparing the doctoral research
Citation

M. CHERIET Imane, (2022), "دور المشرف في اعداد اطروحة الدكتوراه- the role of the supervisor in preparing the doctoral thesis.", [national] الندوة الدكتورالية الوطنية حول خطوات ومنهجية اعداد اطروحة الدكتوراه من البداية الى مرحلة المناقشة , جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

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PNST الاسئلة الاكثر تداولا حول

this contribution asks and tries to answer the most asked questions about PNST
Citation

M. CHERIET Imane, (2022), "PNST الاسئلة الاكثر تداولا حول", [national] PNST الندوة الدكتورالية الوطنية حول كيفية استعمال البوابة الوطنية للاشعار عن الاطروحات , جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

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Advantages and disadvantages of the IMRAD structure approach in the research wiritng process

Advantages and disadvantages of the IMRAD structure approach in the research wiritng process
Citation

M. CHERIET Imane, (2022), "Advantages and disadvantages of the IMRAD structure approach in the research wiritng process", [national] الندوة العلمية الوطنية حول التعريف بمنهجية IMARDفي اعداد البحوث , جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

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Pathological Internet use among Children: Symptoms, causes, risks and treatment

This paper written in English represents the issues related to internet addiction among children
Citation

M. CHERIET Imane, (2022), "Pathological Internet use among Children: Symptoms, causes, risks and treatment", [national] الندوة الوطنية حول الادمان على الانترنت: الاسباب التشخي والعلاج , جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

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Assessment in the time of Covid-19: Challenges and Prospects

This paper is a summary of assessment practices in the time of Covid-19
Citation

M. CHERIET Imane, (2022), "Assessment in the time of Covid-19: Challenges and Prospects", [national] Pedagogical Practices at Higher Education in Times of Covid-19Crisis: Challenges, Solutions and future expectations , Department of letters and English Language, faculty of letters and languages, Ain Temouchent University-

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Academic and scientific communication skills: Essential means to sustain successful academic career

Academic and scientific communication skills: Essential means to sustain successful academic career
Citation

M. CHERIET Imane, (2022), "Academic and scientific communication skills: Essential means to sustain successful academic career", [national] The First National Study day on Developing Academic and Scientific Communication Skills , University of Ms'ila, Life skills laboratory

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ASJP المعايير المعتمد في تقويم مقال علمي عبر منصة

ASJP تعرض هده المداخلة وتشرح المعايير المعتمده لقييم المقالات العلمية على منصة
Citation

M. CHERIET Imane, (2022), "ASJP المعايير المعتمد في تقويم مقال علمي عبر منصة", [national] الندوة الدكتورالية الثانية حول منهجية كتابة مقال علمي ونشره في مجلة علمية مصنفة , جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

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قراءة تحليلية حول حقوق ذويي الاحتياجات الخاصة في القانون الدولي لحقوق الانسان-الحق في المساوات وعدم التمييز

this presentation reads through the international law of human rights to analyze the status of special needs rights.
Citation

M. CHERIET Imane, (2022), "قراءة تحليلية حول حقوق ذويي الاحتياجات الخاصة في القانون الدولي لحقوق الانسان-الحق في المساوات وعدم التمييز", [national] واقع ذويي الاحتياجات الخاصة في يومهم الوطني (قراءات واستشرافات). The Reality of Special Needs in their national day (Readings and prospects) , المركز النفسي البيداغوجي

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المبنى المدرسي واثره على مخرجات العمليى التعليمية. School building and its impact on the outcomes of the learning process

school building and physical context plays a crucial role in the learning and the teaching process. Thus understanding the impact of school environment would provide insights on better ways to design schools to contribute to the promotion of learning.
Citation

M. CHERIET Imane, (2022), "المبنى المدرسي واثره على مخرجات العمليى التعليمية. School building and its impact on the outcomes of the learning process", [national] الملتقى الوطني حول الأرغونوميا المدرسية. National conference on school ergonomics , جامعة محمد بوضياف- مخبر المهارات الحياتية

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Can the E-assessment be a substitute to Traditional Assessment?-Analytical Reading

In times of digitization of Learning and Teaching at all levels, Old assessment practices are revisited and evaluated and new practices are introduced. E-assessment is the new substitute of traditional assessment, yet can it be practical in our context. This paper explores this problematic through analytical reading of recent studies in the Algerian context that evaluate the use of e-assessment in the Algerian higher education context
Citation

M. CHERIET Imane, (2022), "Can the E-assessment be a substitute to Traditional Assessment?-Analytical Reading", [international] Blended Learning of Foreign Languages: A New Reality in Higher Education , Department of letters and English Language, faculty of letters and languages, Moustafa Benboulaid University-Batna2

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The Washback of Continuous Assessment Methods on Teaching Practices in Higher Education Context: The case of teachers at department of English at M'sila University

The integration of the LMD system in higher education has brought a drastic shift from traditional assessment methods to amended alternatives. Among the noteworthy renovations is the integration of what is called “continuous assessment” along with the main examination system to determine students’ success in the different modules. Being an assessment mode, continuous assessment would definitely have a washback effect on both teaching and learning practices. In this respect, this study attempts spot light on the washback effect of continuous assessment methods on EFL teaching practices in particular. This qualitative descriptive study makes use of an online questionnaire as a main tool of data collection. The questionnaire is designed and administered on a sample of 35 EFL teachers working at the department of English at M’sila University. The findings of this study revealed significant feedback about the usefulness of one of the assessment methods brought by the intrusion of the LMD system, and hence, inform teaching practices to address possible negative outcomes.
Citation

M. CHERIET Imane, (2022), "The Washback of Continuous Assessment Methods on Teaching Practices in Higher Education Context: The case of teachers at department of English at M'sila University", [international] Fostering Language Assessment Literacy for University Language Teachers , Department of English Letters and language, faculty of letters and languages, Mohamed Khider university-Biskara

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Algerian Higher Education Efl Teachers' Perceptions Of Ict’s Integration In Civilization Classes

Higher education research continually emphasizes the need of integrating technology as a tool rather than an end in and of itself, a tool whose primary goal is to assist students in becoming more engaged learners and to increase their academic achievement. In light of the rapid expansion of networking technologies around the world, as well as the reforms undertaken by the Algerian Ministry of Higher Education, the purpose of this research paper is to delve into current civilization teaching practices in EFL classes, as well as the extent to which ICTs are integrated into civilization classes. To achieve this objective, this study used the descriptive method. Data were collected by a means of an online questionnaire administered on a sample of 25 civilization teachers of different teaching career experience from different Algerian universities. The results support teachers' favourable views of ICTs' effectiveness, despite the limited use in their classes. Out of this study, a set of recommendations made by the teachers appeal for increased teacher collaboration and teamwork, relevance of teachers' professional development oriented toward integrating ICTs in civilisation teaching, increased use of ICTs, and a balanced focus on both historical and cultural components of the targeted civilization in the EFL classroom. Keywords: Civilization- EFL- Higher education-Students-Teachers- Ict
Citation

M. CHERIET Imane, (2022), "Algerian Higher Education Efl Teachers' Perceptions Of Ict’s Integration In Civilization Classes", [national] مجلة الجامع في الدراسات النفسية والعلوم التربوية , مجلة الجامع في الدراسات النفسية والعلوم التربوية

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2020

Action research to maintain sustainable development in EFL in EFL Context

Teachers professional development is a required activity. Since Higher education teachers are researchers and teachers, doing action research can be beneficial for enhancing both researcher and teacher careers.
Citation

M. CHERIET Imane, (2020), "Action research to maintain sustainable development in EFL in EFL Context", [international] Action research in the foreign Language Classroom , ENS Constantine Elkatib Assia Djebar- Constantine

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An Investigation Into Academic Identity Development Statuses Among Algerian Master Students

Among the variations of identity that attracted psychology and education researchers, are those associated with academic and professional settings, or what is known as Academic Identity (AI). It was commonly recognized that well identified AI is related to students’ academic achievement, goal orientation, motivation and success in their academic majors. Since all these aspects are in the core aspects targeted by universities around the globe, AI development is becoming one of the most concerns of university training programs besides knowledge transfer. Hence, this study aims at investigating the statuses of AI development among a sample of 200 Algerian master students within an Algerian university context. The investigation was also conducted through interviews with a number of 25 teachers. This study used academic identity status measure (AISM) developed by the researchers. Most participants’ levels of AI development were distributed between achievement, moratorium identities, and Low defined moratorium, while the rest showed foreclosed and diffused levels. A very few students held mid statuses such as; achievement, moratorium, foreclosure or diffusion oriented levels. The findings also indicated no significant differences in gender or in academic majors, except for sociology branch in the foreclosure status. This study discusses significant implications that spots light on the importance of devoting more consideration, in higher education, to students’ AI development as a predictor of their academic career success and continuation.
Citation

M. CHERIET Imane, Prof. Grazib Mohamed, , (2020), "An Investigation Into Academic Identity Development Statuses Among Algerian Master Students", [national] مجلة الجامع في الدراسات النفسية والعلوم التربوية , مجلة الجامع في الدراسات النفسية والعلوم التربوية

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2019

Skills of Academic Communication: Success in Cross-Cultural Academic online written Communication

لأجل النجاح والازدهار داخل مجتمعاتهم الأكاديمية، يحتاج الباحثون، المتخصصون والطلاب في جميع التخصصات إلى إتقان مهارات الاتصال الأكاديمية أكثر من أي مهارات أخرى ذات صلة أكاديمية. تشير مهارات الاتصال الأكاديمي إلى طرق التواصل التي يتم تنظيمها بشكل رسمي واستخدامها بشكل كبير في الأوساط الدراسية الأكاديمية. ونظرا لكون المهارات من العوامل الحاسمة في تحقيق مستقبل مهني أكاديمي مزدهر، و بناء على المساعي الهادفة لتحسين جودة برامج التعليم العالي، كان تزويد الطلاب بهذه المهارات في مقدمة برامج التدريب في العديد من الجامعات حول العالم. واحدة من أهم المهارات في القرن 21 و التي تعتبر من المهارات الأساسية للاتصال الأكاديمي في ظل العولمة هي الاتصال عبر الإنترنت. يعتبر استعمال البريد الإلكتروني كأسلوب الاتصال الأكثر استخدامًا في المعاملات الأكاديمية الدولية. وهذه القناة تمثل شكلا من أشكال التواصل بين الثقافات. ومنه، فإن كتابة بريد إلكتروني ناجح هي مهارة تتطلب كفاءة تواصلية عالية ووعيًا بمعايير اللباقة وعادات كتابة البريد الإلكتروني عبر الثقافات المختلفة. تشكل كتابة رسائل البريد الإلكتروني لأغراض أكاديمية تحديًا أكبر لمتعلمي اللغة الإنجليزية كلغة أجنبية، حيث لا يواجهون فقط تحديات مع الدقة اللغوية فحسب، بل قد يواجهون أيضًا صدامًا بين معايير الكتابة بلغتهم الأم والمعايير الإنجليزية. تناقش هذه الدراسة الميدانية الحاجة إلى التدريب المركز على مهارات كتابة البريد الإلكتروني باللغة الإنجليزية كلغة أجنبية مع مراعاة أسس الاتصال عبر الثقافات. ولحقيق ذلك تم فحص مدى ما إذا كان عدد من رسائل البريد الإلكتروني، والتي كتبها عينة من 80 طالباً جامعياً من قسم اللغة الانجليزية بجامعه مسيلة، ناجحة من حيث الاتصال الثقافي الفعال. كما تهدف لتقصي مدى وعي الطلاب والمدرسين بالاختلافات بين الثقافات في رسائل البريد الإلكتروني الأكاديمية باستخدام استبيانين موجهين للأساتذة والطلبة.
Citation

M. CHERIET Imane, (2019), "Skills of Academic Communication: Success in Cross-Cultural Academic online written Communication", [national] الملتقى الوطني الاول حول المهارات الحياتية –مخبر المهارات الحياتية بجامعه المسيلة , M'sila University

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Algerian University Teachers’ Disposition and Experiences in Using MOOCs for their Continuous Professional Development

The professional development (PD) programmes initiated by the Algerian ministry of higher education for newly recruited teachers: “ICT and Pedagogical Practices” and “Pedagogical Accompaniment” cannot prepare the novice teachers for all the challenges they may face along their career. Accordingly, teachers need to look out for additional training opportunities. One of these opportunities is found in Massive Open Online Courses (MOOCs). Nevertheless, research on applying MOOCs for continuous professional development (CPD) with regard to Algeria is overlooked. Hence, this study aims at filling in this gap by exploring Algerian university teachers’ familiarity, disposition, and experiences of using MOOCs for CPD. To reach this end, an online questionnaire is administered and a semi-structured interview is conducted with university teachers. The results of the study evinced that: 1) Teachers have low familiarity and weak interaction with MOOCs in general and, 2) teachers acknowledge the importance of CPD and are aware that the initial training and the teaching experience are not sufficient to maintain career advancement. Yet, 3) they do not have the disposition to engage in a CPD, 4) teachers consider this study as an eye opener on MOOCs and show a positive attitude for leveraging MOOCs for their CPD in the future. In the light of these findings, urgent plans to implement and value the culture of informal CPD are recommended, in addition to creating centres at the level of the universities devoted exclusively to CPD and related research. Most importantly, MOOCs that address the Algerian teachers’ CPD needs should be developed.
Citation

M. CHERIET Imane, (2019), "Algerian University Teachers’ Disposition and Experiences in Using MOOCs for their Continuous Professional Development", [international] Arab World English Journal (AWEJ) , Arab World English Journal (AWEJ) , Chelf University

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2018

Students and/or Partners: Towards Engaging Students through Assessment Partnership

Innovation in language teaching/learning approaches and methods has become an ostensive aspect of SL/FL curricula and pedagogies. Engaging students effectively as partners in elaborating and finalizing assessment tasks is arguably one of the novel techniques teachers would consider in the 21st century classroom. This study’s relational is to highlight findings of an action research conducted to find out how a teacher-student partnership, in project work evaluation, could promote LMD first year EFL students engagement, motivation and creativity. The study was carried out with 30 first year students. Two main action strategies in the assessment process were the focus of this study; (a) the design of a rubric containing criteria of oral presentations negotiated with the students used and (b) the process of evaluation of projects using the developed rubric. Data were gathered from the graduate student interviews, classroom observations and the quality of presentations before and after the use of the technique. The study exposed that involving students as partners, by their teachers, in the assessment of their project work did not only encourage them to improve a sense of engagement but also increased their motivation and creativity. This paper draws attentions to the need for a partnership between teachers and graduate students in assessment.
Citation

M. CHERIET Imane, (2018), "Students and/or Partners: Towards Engaging Students through Assessment Partnership", [national] National Conference on “ Rethinking EFL Learners Assessment in LMD Context: Between Individual Renewal and Collective Construction” , English Language department, Oran University

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EFL Students’Awareness of Cross-Cultural Written Communication

One of the 21st century academic skills to master is the effective written communication skills in a cross-cultural modern globalized world. Since both language and writing are culture-bound phenomena, this paper foregrounds the intricate ties between cultural meanings and rhetorical choices in writing. Research in EFL education has elucidated the indispensable association between culture and writing endorsing the fact that EFL writing styles are not necessarily universal and that people, accordingly, with different culture backgrounds may differently structure and develop ideas in their texts. As EFL teachers of writing, we have always contemplated students’ writings, in terms mechanics, grammar and vocabulary, and found that their productions are not, in most cases, purely English like. This is due to their L1 influence which culturally shaped a set of rhetorical strategies they acquired during prior learning experiences, particularly, of writing in their mother tongue. This, as a culture transfer, may result in students’ L2 writing deficiency if the two cultures do greatly diverge. Kaplan’s Contrastive rhetoric (CR) or intercultural rhetoric (1966) gives account for the cultural context and interaction dynamics between readers and writers through writing. This idea has also been bolstered by Kaplan’s assertion that students across cultures need a full awareness of the L2 rhetorical conventions in order to familiarize with the disparities featuring L1 and L2 rhetoric patterns. Ideally, unless EFL students’ writing skill does inevitably entail their ability to culturally shape and reach the English rhetoric conventions, their intercultural communication would not be successful. Hence, this study is a twofold foci: to investigate and call for both students and teachers’ awareness raising of the L2 intercultural rhetoric ,that embraces a knowledge of the link between culture and writing, in a context of an EFL institution at M’sila university.
Citation

M. CHERIET Imane, (2018), "EFL Students’Awareness of Cross-Cultural Written Communication", [international] The first international conference on “Foreign Languages teaching: preparing Learners for the 21st Century Competencies and Skills” , English Language department, Tbessa University

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EFL Students Awareness of Cross-cultural Written Communication

Cross cultural communication skills are becoming an urged set of tools for success in 21st century characterized by wider inter and cross cultural communications in different domains including higher education sector.
Citation

M. CHERIET Imane, (2018), "EFL Students Awareness of Cross-cultural Written Communication", [international] Foreign Language teaching: Preparing learners for the 21st century competencies and Skills , Department of letters and English Language, faculty of letters and languages, Laarbi Tebessi University-Tebessa

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