Volume 5, Numéro 10, Pages 118-134
Authors : Arar Samira .
Abstract At university level in Algeria, EFL teachers and learners strive for attaining quality education and achieving success; nevertheless, neither of them seem quite satisfied with the outcome. This is particularly true for writing, where students display considerable weaknesses. A possible interpretation of the situation is that there might be a mismatch between teachers’ and learners’ beliefs about writing instruction. In order to understand the premises and the forms of this disparity, and its consequences on the teaching/learning process, a small-scale investigation was conducted in the English department at Algiers 2 University. Our guiding principle is that writing instruction, and EFL instruction in general, should be primarily based on and directed towards students’ needs. The results of this investigation are hoped to enlighten the present issue with possible solutions.
Key words: EFL teaching and learning; university writing instruction; teachers’ and learners’ beliefs; students’ needs