Integrating Learning Strategies in Middle School English Teaching - A Suggested Strategy-Based Teaching Model -

Abstract

The aim of this research is to promote English language teaching and learning in the Algerian middle school context through the integration of language learning strategies into the course of English. For this purpose, we designed a strategy-based teaching model that hosts learning strategies integration among other teaching areas of performance, namely, lesson planning, course book adaptation, assessment, learner-centeredness, and classroom management. The model suggests a recursive four-session framework for the presentation of the syllabus content. Besides, it offers a corresponding lesson plan’ template meant to favour the weaving of strategy training into the course. In adherence with the competency-based approach, the model suggests a lesson procedure targeting the competencies: interact, interpret, and produce, to which we added “strategic learning competence”, by which we refer to the learner’s ability to deploy learning strategies flexibly to achieve his learning and communication goals. After having trained a group of middle school teachers of English on the model, we measured their perceived self-efficacy using two self-efficacy scales: Perceived Self-Efficacy Questionnaire (PSEQ), and Know-How Self-Efficacy Questionnaire (KHSEQ). Later we assessed learners’ strategic learning behaviour by means of the Students’ Strategic Learning Behaviour Questionnaire (SSLBQ). In conclusion, the study confirmed comprehensibility of the model, since the training promoted participants’ know-how in the target areas of performance, including learning strategies integration, as revealed by their perceived self-efficacy. Besides, it promoted learners’ strategic learning behaviour.