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Investigating the effectiveness of ICT integration in implementing the learner-centred approach with an emphasis on Algerian university EFL Teachers' beliefs, practices and challenges
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Date
2025-12
Abstract
In the context of teaching English as a Foreign Language (EFL) in Algeria, traditional teaching methods have been criticised for inadequacy in preparing competent English users (Benzerroug 2019). Consequently, several predominantly pedagogical changes have been implemented across various educational institutions, transitioning from traditional teacher-centred practices to a Learner-Centred Approach (LCA). However, as the world rapidly embraces digital media and information, this paradigm shift necessitates integrating Information and Communication Technologies (ICTs) as potent educational tools to include Algerian EFL learners in the global community (Baghoussi and El Ouchdi 2019). Despite the efforts of the Algerian government and relevant ministries, university EFL teachers still encounter challenges in adopting learner-centred methodologies (Badjadi 2020; Lahmer 2020; Barnhart 2021; Baghoussi 2021; Hemmati and Azizmalayeri 2022). Existing literature on LCA adoption in Algeria has mainly focused on middle and secondary education, leaving a gap in understanding its implementation at the Higher Education (HE) level. While integrating ICTs is essential for enhancing EFL teaching and learning, research on their effectiveness in supporting the implementation of LCA is scarce. Thus, this study aims to investigate the effectiveness of integrating ICTs in implementing the LCA by examining EFL teachers’ beliefs about ICTs, their practices for creating Learner-Centred Classrooms (LCC), and the challenges they may encounter. A mixed-method approach was adopted using an online questionnaire and individual semi-structured interviews to collect quantitative and qualitative data. The quantitative data were analysed using descriptive and inferential statistical analyses with the Statistical Package for Social Sciences (SPSS 27) software, while the qualitative data were thematically analysed using NVivo software. The findings reveal that Algerian university EFL teachers hold positive beliefs about ICT integration in education. Teachers with positive beliefs about ICT are more likely to believe in its effectiveness in implementing LCA.
Additionally, most participants believe that ICT integration supports and facilitates their implementation of LCA. Their beliefs arise from five perceived benefits of ICT in supporting LCA: promoting personalised and customised learning, enhancing learners’ motivation and engagement, encouraging autonomy and critical thinking skills, improving learners’ collaboration, and providing formative assessment. There is also a significant positive correlation between perceived benefits and the practices to create LCC, suggesting that teachers who positively believe in ICT are more inclined to integrate it to create LCC using tools like PowerPoint presentations, emails, data projectors, Internet, computers, and online meeting applications. Following Jo-An and Reigeluth’s (2011) characteristics of LCC, Algerian EFL teachers’ LC practices were classified into personalised and customised, social, emotional, collaborative, self-regulation, assessment, and technology integration practices. Moreover, the results indicated four challenges EFL teachers face when integrating ICT to implement LCA: teacher-level, learner-level, university-level, and assessment-level challenges. These findings underscore the unique contextual factors that may hinder the successful implementation of LCA, such as a lack of training, insufficient ICT resources, and poor infrastructure. Therefore, it bridges the gap between theory and practice by contextualising LCA theories and ICT integration practices to the realities of Algerian EFL classes. Finally, practical and valuable recommendations for effectively implementing modern teaching approaches are provided.
Supervisor
Murray, Liam
Description
Peer-reviewed
Publisher
University of Limerick
Citation
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Funding code
Funding Information
Sustainable Development Goals
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License
Attribution-NonCommercial-ShareAlike 4.0 International