Browsing by Author "Amal LAKEHAL"

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    Applying the Reader-Response Approach to Enhance Learners’ Autonomy in Analysing Literary Texts Case study: Third-year Students at The Department of English
    (University of ‘Abbes Laghrour’ Khenchela, 2023) Amal LAKEHAL
    This study aims to investigate the issue of learner dependence on teachers when analysing literary texts in English as Foreign Language (EFL) classrooms. Literary texts, whether authentic, genuine, or pedagogical, offer valuable instructional materials that encompass linguistic, socio-cultural, and socio-political references in the target language. EFL teachers acknowledge the benefits of incorporating literary texts in the classroom, as they foster critical reading, critical thinking, and analytical skills among learners. However, research indicates that EFL learners often struggle with literary analysis, leading to a continued reliance on teachers. EFL teachers, particularly those handling literary texts, value learner autonomy and strive to cultivate it through their instruction, hoping to facilitate learners' independence. This study seeks to explore the actual effects of the reader-response approach (RRA) on learners' autonomy in analysing literary texts. The RRA is grounded in the notion that readers (i.e., learners) play an active role in creating meaning. By employing this approach, learners are given the opportunity to generate unique responses and employ personal experiences to analyze literary texts. The RRA empowers learners to make decisions regarding the interpretation and analysis of literary texts, aligning with the concept of learner autonomy, where learners take charge of their own learning process. The research consists of a two-month mixed-methods case study conducted at the Department of English, Badji Mokhtar University of Annaba, during the 2019-2020 academic year. The study includes a total of 37 third-year learners and 6 teachers. It is hypothesized that the application of the reader-response approach to the experimental group (EG) will enhance their autonomy in literary text analysis. The quasi-experimental design incorporates a pre-test administered to the EG prior to the treatment and a post-test conducted after the treatment. Both qualitative and quantitative data collection tools are utilized, including two months of observations using observation grids and interviews with teachers, providing comprehensive insights into the research. The results are analyzed using descriptive and inferential statistics. Overall, the findings demonstrate an improvement in learners' autonomy during the application of the treatment for analysing literary texts. Additionally, the teacher interviews shed light on their attitudes and thoughts regarding the reader-response approach and learner autonomy, offering valuable suggestions for their implementation. In conclusion, the null hypothesis is rejected, and the alternative hypothesis is accepted.