Student-centeredness in the Writing Class After a Two-decade LMD System Reform

Houda ACHILI

doi:10.34174/bzk27024

Auteurs-es

Houda ACHILI University of Constantine 1, Algeria

DOI :

https://doi.org/10.34174/bzk27024

Mots-clés :

Constructive learning, Critical pedagogies, Learner autonomy, Pedagogical shift, Student-Centered Learning

Résumé

This paper is a descriptive-analytical investigation of the extent to which writing classes in the Algerian university are student-centered after twenty years of the adoption of the License-Master-Doctorat system which implies innovation and shifting to more critical pedagogies. A questionnaire was administered to 74 third year students in the department of English at the Frère Mentouri University, Constantine 1, to evaluate their attitudes towards their autonomy and towards the learner centeredness of the current learning and teaching practices in their writing classes. The results show that the dominant role of the teacher is still unchallenged and that students are struggling to improve their critical thinking and research skills which are the building blocks of learner autonomy, a concept at the heart of Student-centered Learning. Besides, Algerian universities still need to invest more profoundly in providing some learning and teaching sources at university, especially Internet access and adequate workspaces.

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