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Leila Najeh Bel’kiry: Assistant professor at the Higher Institute of Humanities, Medenine. For 5 years, volunteer English language trainer at the Youth and Science Association of Tunisia (AJST) in Tataouine. Researcher interested in classroom discourse analysis and foreign language learning/teaching .
September 2012- June 2017
The degree doctor of philosophy, linguistics and classroom discourse analysis: Faculty of letters, Sfax.
Thesis entitled: An Argumentative Analysis of Foreign Language Lesson Discourse: The Teaching of English in Tunisian Preparatory Schools
September 2007- February 2011 Master in discourse analysis: Faculty of Letters, Manouba.
Thesis entitled: Argumentation in Republican discourse: The American –Iraqi word war of 2003/2006 as sample.
June 2006 Maitrise in English Language and Literatures Department of English., Higher Institute of languages, Gabes.
June 2003 The Diploma of University Studies in English Language and Literatures, Department of English., Higher Institute of languages, Gabes.
Bachelor Degree, Cite Mahrajen Secondary School, Tataouine.
Linguistics: Discourse analysis , foreign language learning
Foreign language anxiety is one of the most vastly studied variables in the field of foreign learning (Horwitz, 2001). It i widely conceived as an obvious factor in foreign language learning as it explained why some learners are more successful at learning and acquiring a foreign language than others though the settings and circumstances of learning are alike. The aim of this paper is to tackle foreign language learning anxiety that Tunisian students of English suffered from when learning ‘behind the screen’ during the pandemic, by surveying 50 students enrolled in the Tunisian public universities and institutes. The foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz, and Cope (1986), which is the most widely used scale for assessing general foreign language anxiety, is used in this research to inspect the anxiety level the learners face. The participants in this study are Tunisian students of English enrolled in Tunisian public universities
In Tunisian educational context, online learning is not “a novelty” that Covid-19 pandemic have brought. Its emergence dated back to 2002 with the foundation of ‘Virtual University’. The key objective of this establishment is to offer online courses for special people like administrators, and professors who are unable to attend universities due to their professional engagement, the second key goal of Virtual University’ is to modernize the education system by the exploit of the new sophisticated technologies of information and communication. However, during the Covied- 19 pandemic, online learning has proposed as an alternative to face-to-face learning. Tunisian ministry of higher education has called for distance learning to save the academic year. As the pandemic is a sudden incident, and the decision is made in haste, most teachers started teaching without adequate training, preparation, and knowledge of online teaching and most learners never has experienced distance learn
1. Pragmatics: A hybrid Innovation. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 1(4), 365-375.
2. “Argumentation in the Pragmatic Realm”. Published by Edilivre: https://www.edilivre.com/argumentation-in-the-pragmatic-realm-2306475020.html#.V5mdrB2Px_k;
3. Foreign Language Researches: The Waste Basket of Psycholinguistics. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 2(4), 1108- 11017.
4. Foreign Language Teaching at the Heart of Several Disciplines. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 7(3), 30-42.
5. A Historical Account of Linguistic Imperialism and Educational Policy in Tunisia: From the independence to the ‘Jasmine Revolution’. Indonesian TESOL Journal, 3(1), 32-45.
6. The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety. Psycholinguistics in a Modern World, 16.
7. Language Teaching Standards at the Center of Opposite Language Teaching Theories: Mentalism vs. Behaviorism. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 8(3), 117-126.