Browsing by Author "Belhouchet Khawla"

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    Examining EFL Teachers’ Perceptions: EFL Students’ Digital Literacy and Project Based Approach (PBA)
    (University of ‘Abbes Laghrour’ Khenchela, 2023) Belhouchet Khawla
    Abstract This study was carried out to examine the role of project-based learning (PjBL) in maximizing students’ digital literacy in secondary schools of Khenchela. The main objectives were to check EFL teacher’s attitudes towards the role of PjBL in recent digitalized education. A primary concern is to examine carefully the impact of PjBL in enhancing students’ digital literacy in Algerian Secondary education. Quantitative and qualitative data were gathered from EFL teachers using both a questionnaire and interview. The findings of the study revealed that teachers hold a positive attitude towards the valuable role of PjBL in fostering learners’ digital literacy.
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    Fostering Learners’ Digital Literacy Via Project Based Learning (PjBL)
    (University of ‘Abbes Laghrour’ Khenchela, 2024) Belhouchet Khawla
    Abstract Doubtlessly, the research paper aims to examine the impact of Project Based Learning (PjBL) and Pedagogy in maximizing learners’ digital literacy (DL) as well as digital soft competencies. Interestingly, it has been hypothesized PjBL plays vital role in boosting learners’ digital abilities, furthermore the more or the less teachers implement high quality project based pedagogy in classrooms, the more or the less learners enhance their digital literacy, thus Learners will be digital natives who are engaged successfully with blended learning. They will be more digital active agents, autonomous learners and motivated individuals to be engaged in cooperative supportive conductive learning community consequently they will acquire new soft and transferable skills and competencies, build strong high meta-cognitive abilities, and reflect objectively and rationally on new concepts and perspectives. Additionally, they will successfully navigate a complex uncertain future being equipped with 21st century skills and competencies. Interestingly, this study is based on a mixed methods research approach. It includes qualitative and quantitative research approaches. The aim behind choosing a mixed methods approach is to systematically deduce a more comprehensive understanding. Notably, in the current research study, the researcher opted for an experimental approach in order to underscore the impact of PjBL in enhancing learners’ digital literacy. This research study was additionally based on the qualitative research approach in order to explore deeply learners ‘experiences in promoting PjBL to enhance their digital literacy. All in all, the explanatory sequential mixed methods design validates the quantitative results critically, furthermore it maximizes the credibility of the findings, and it increases the validity and reliability of the final outcomes. It proves to be a vital significant research design to delve deeply into the reasons behind a quantitative data. Purposefully, after reviewing the literature linked to the effectiveness of project based learning in enhancing learners’ digital literacy, it is vital to explore critically the empirical work. It is therefore extremely valuable to identify in details the research tools employed for data collection. This research study uses various data collection tools rationally, as a result data were collected via multiple data methods and tools. The paper uses pre and post digital literacy test, questionnaires, systematic observation, and in depth interview. The tools support each other to ensure full set of final outcomes. Worthy noted that various ethical considerations must be regarded by the researcher. The study proves the impact of PjBL in maximizing learners’ digital literacy and concludes with top educational recommendations and implications towards building effective framework for PjBL to maximize learners’ digital literacy, and for further research study.