ENHANCING CONTENT-BASED DIDACTICS’ EFFECIENCY VIA PRACTICALS - CASE STUDY - CONCEPT APPLICATION’S IMPLEMENTATION IN AMERICAN CIVILIZATION

Aug 29, 2026

This article reports an empirical study validating the effectiveness of practicals in scaffolding content-based didactics within English foreign language (EFL) courses. Building on action research paradigms, the work examines how concept application supports and reinforces learning outcomes. Third-year undergraduates participated in a short-scale experimental learning study in the American studies context at Eloued University. Mixed-method assessments showed higher levels of factual and conceptual knowledge, together with increased motivation and engagement in treated lessons versus controlled ones.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Literature review

Methodology and case study design

Results and comparative findings

Conclusion

ENHANCING CONTENT-BASED DIDACTICS’ EFFECIENCY VIA PRACTICALS-CASE STUDY: CONCEPT APPLICATION’S IMPLEMENTATION IN AMERICAN CIVILIZATION Dr. Mouna HEZBRI 􀀍 University of Eloued, [hezbri-mouna@univ-eloued.dz](hezbri-mouna@univ-eloued.dz) Date of submission: 26/03/2024 Date of acceptance: 15/05/2024 Date of publication: 22/06/2024 Abstract: This article reports on an empirical research that sought to validate presumption regarding practicals ’ effectiveness in scaffolding content-based didactics in English foreign language courses. On this premise, an endeavor to improve civilization’s didactics was conducted drawing on action research’s paradigms through assessing the extent into which concept application contributes to reinforce its learning outcomes. Accordingly, third year undergrads engaged as active participants in a short-scale learning experimental study as part of their American studies at Eloued university. Wherein, they have been exposed to both controlled and treated lessons’ inputs whose efficiency were assessed subsequently using mixed approach methods. Those results yield eventually to comparatively increasing levels of factual and conceptual knowledge as well as levels of motivation and engagement among respondents within the treated lessons in comparison to the controlled one. So as to conclude ultimately with the viability of concept application in consolidating learning outcomes of the subject matter in content-based classes. Altogether, these results confirm the claims of this study about the importance of consolidating theoretical aspects of lessons with an immediate practical phase. key words: American civilization; Concept application; Contentbased Didactics ; Practicals. Introduction 􀀍 Corresponding Author English foreign language (EFL) Algerian students’ knowledge is annually contested against content-based subjects’ research papers in academia. These challenge highly advanced levels of cognitive competence and language skills combined to argue a given thesis basingon specialty-specific information in content-based related topics as shown in the evidence below: Table 1: An Illustrative Examples to the Quality of Content-Based Subjects’ assignments in Algerian Universities | Subject | Samples | | --- | --- | 1.Civilization 2.Language testing and assessment 3.Applied Despite the advantages brought by technology to the field of language testing, computer-based assessment still presents some limitations. Discuss (Doctorate contest, university of El-Oued, 2023) linguistics Discuss the political practice of contemporary US leadership in the light of constitutional principle of the separation of power. (Doctorate contest, University of Biskra, 2019) 4.TEFL Could ICTs substitute for the Role of the teacher in the EFL classrooms? Argue. (Doctorate Contest, University of Jijel, 2023 ) The impact of social factors on foreign language teaching and learning is inevitable. Discuss taking in account the situation of English in Algeria. (Doctorate Contest, University of Adrar, 2023 ) Evidently, in order to fulfill the requirements of each of the above instructions, a profound canon of field related factual knowledge including politics, domestic policies and governing system of U.S.A for sample 01 and additional conceptual knowledge of English literature and language didactics for the remaining samples, besides the academic writing conceptual knowledge, are required on the part of the contestants. That needs respectively to be demonstrated interchangeably throughout various levels of cognitive skills such as synthesis, evaluation, analysis or application. Nevertheless, neither theory nor practice of the current pedagogical paradigms in EFL didactics suffice to meet similar ends effectively. Primarily, due to the marginalization of unrelated language contents (i.e. subject related knowledge) on the account of the frequently observed considerable accredited and accounted for linguist

FAQs

What question does the study address about practicals in content-based didactics?

The study investigates how practicals contribute to scaffolding content-based didactics in EFL courses and whether they reinforce learning outcomes through concept application.

Who participated and what learning setting was used?

Third-year undergraduates at Eloued University participated as active learners in a short-scale experimental study within the American studies subject area.

How were the lessons and inputs structured for comparison?

Participants received both controlled and treated lesson inputs, and the efficiency was evaluated afterward using mixed-method approaches.

What were the main findings regarding knowledge, motivation, and engagement?

Treated lessons led to comparatively higher factual and conceptual knowledge, along with stronger motivation and engagement than the controlled lessons.

Aug 29, 2026

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