Providing Higher-level Efl Students With Enrichment Activities In A Private School. Case Study: Bridgeway World School Of English At Tizi-ouzou.

Résumé: The present study intends to investigate the issue of providing higher-level EFL students with enrichment activities in private school relying on the theory of differentiated instruction developed by Carol Ann Tomlinson (2001). This research aims to reach three important objectives. First, to explore the perception of private school teachers concerning the use of enrichment activities. Second, to figure out whether or not private school teachers use different strategies when differentiating assignments. Third, to find out the effect of enrichment activities on higher-level students’ creativity. To reach these aims, the mixed-method approach is adopted using both qualitative and quantitative methods for collecting and analysing data. For the collection of data, we opted for the use of two instruments; a classroom observation with 12 items attended with six (6) teachers in six (6) sessions, and a semi-structured interview conducted with eight (8) teachers. As to the analysis of the data obtained, we have relied on a statistical analysis with the help of a computer program (SPSS) to analyse the data gathered from the classroom observation. As regards , the results gathered from the interview, we have used the Qualitative Content Analysis (QCA) method. The main results obtained indicate that the majority of teachers in this private school provide enrichment activities to their higher-level students. However, they do not differentiate their strategies to respond to their students different needs as well as it demonstrates teachers’ awareness in improving students’ creativity through enrichment activities. Moreover, this study reveals that unchallenging activities do not motivate higher-level students.

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