(University of Chadli Bendjedid – El Tarf, 2020)
ABADA Hanine; ZOUAOUI Laiche Khawla
In this chapter, the researcher discussed the hypotheses in relation to the results of the study.
The first research question aimed at exploring students’ attitudes towards the civilization
course and the historical content they receive. From the obtained results, it was detected that
the majority of them do not like the content they receive because it does not reflect their
interest and it is taught in dull way. Teachers’ perceptions were obtained through a
questionnaire distributed specifically to all the civilization teachers at the English department.
The findings collected from the later asserted that students are not aware about the
significance of this course. Furthermore, the second question of this study intended to know
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the extent to which the techniques and materials used to teach this course are successful to
students. The obtained results are negative as well, and it comes with a set of multiple
constraints faced by the target teachers in EFL classrooms. The presented pedagogical
implications of the research attempt to raise awareness towards the significance of teaching
civilization in EFL classes. Besides, a set of recommendations and suggestions for further
researches concerning the same subject of the study are highlighted.