Developing English Language Learners’ Learning Strategies via Pedagagical Aids and Official Textbooks

Abstract

The present study is about ―Developing English Language Learers’ ( ELLs’) Learning Strategies via Pedagagical Aids and Official Textbooks‖. There are many challenges in which both student and teachers face in language teaching and learning, when the main problem ad the most important is the lack of using technologies in classroom and lack of motivation in class. Those challenges will be met if teachers create the teaching strategies as an affective learning, then rate of motivation will be improved. Thus, how can technology involve reluctant learners in classroom practices? What is the effective use of pedagogical aids in classroom? Is a good strategy related to the teacher capacity or classroom motivation? Is good strategy based on the multimedia? What are the factors that teachers need to consider while preparing a lesson and collecting corresponding Pedagogical Aids? The purpose of our descriptive study is to propose teaching strategies and the use of pedagogical aids at Biskra University where we have chosen randomly our sample which consists of students of 1st year L.M.D.system, and teachers of Oral expression and Grammar Modules. Administering questionnaire to gather data and have access to the respondents’ attitudes and opinions. What is good learning? That may be a subjective question. But it’s likely that many educators would give answers that fall in the same ballpark…students collaborating and discussing ideas, possible solutions… project-based learning, designed around real world contexts……connecting with other students around the world, on topics of study… immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution… Our newest generation – currently in K-12 – is demonstrating for us the impact of having developed under the digital wave. These youth have been completely normalized by digital technologies—it is a fully integrated aspect of their lives (Green & Hannon, 2007). Many students in this group are using new media and technologies to cre- ate new things in new ways, learn new things in new ways, and communicate in new ways with new people— behaviors that have become hardwired in their ways of thinking and operating in the world. (Green and Hannon) give an excellent example of this, ―Children are establishing a relationship to knowledge gathering which is alien to their parents and teachers‖ (2007, p. 38).