The Viability Of Interactive Games In The Teaching Of Efl Writing Skills: The Case Of Batna-2 University, Algeria

Résumé: Enhancing literacy among English as a Foreign Language (EFL) learners in Algeria is an issue of great debate. Constant observation of more than thirteen years of the EFL context has led us to assume that EFL learners do face real hurdles in showing the appropriate command of the target language. This is apparent through their written compositions. Hence, the impetus for the current research project is to shed light on the viability of introducing interactive games in the teaching of EFL writing skills. The investigation seeks to explore two overarching research queries: “how far can interactive games be a viable tool for the teaching of EFL writing skills?” and “to what extent can interactive games enhance learners’ EFL writing literacy?”. To account for these questions, an experimental design has been deployed where both qualitative and quantitative data are collected. A sample of 60 students (30 as a control group and 30 as an experimental group) is randomly chosen from a population of EFL first-year LMD students at Batna-2 University. The results confirm that interactive games could be viable means that contribute positively to enhancing EFL learners’ writing. Thus, the current project endeavors to foster the quality of teaching EFL writing.

Publié dans la revue: مجلة السراج في التربية وقضايا المجتمع