Résumé:
There has been extensive research on developing sophisticated approaches to teaching
literature, particularly in foreign language education. One notable model is dialogic literary
argumentation. Additionally, the study of students' increased awareness of their learning has received
considerable attention from educational psychologists, with an ongoing focus on maximizing student
engagement to create lifelong learners. This thesis investigates the practical integration of dialogic
literary argumentation and metacognitive strategies to enhance EFL literature education in Algerian
higher education, specifically addressing current challenges with dialogic teaching. The central
research question is: "How does the integration of dialogic literary argumentation and metacognition
impact teaching and learning outcomes in EFL literature classes?" This research also examines how
this combined approach affects student engagement, critical thinking, and argumentation skills. To
answer these research questions, the thesis employs an action research methodology with a mixedmethods approach. Initially, interviews were conducted with English teachers from Algerian
universities to identify challenges in teaching literature dialogically. Following this, a teaching
experiment was carried out with a sample of thirty (30) third-year English license degree students
from UHBC, implementing a new approach to address the issues highlighted in the interviews and test
the program's effectiveness in student engagement, critical thinking, and argumentation skills. Data
collection during the teaching experiment included classroom video recordings, transcripts,
observations, questionnaires, and assessment practices. The research followed an exploratory
sequential design, beginning with a qualitative analysis of each section of the teaching experience,
followed by quantitative analysis using surveys and manual calculations with scoring rubrics or
Python programming. Data analysis revealed significant challenges in adopting dialogic teaching
methods, including a detachment from didactical practices and student disengagement. However, the
integration of dialogic literary argumentation and metacognitive strategies significantly improved
student engagement, critical thinking, and argumentation skills, providing a hopeful outlook for the
future. The findings suggest the need for comprehensive teacher training and curriculum reforms to
foster interactive and meaningful learning environments, thereby enhancing student engagement and
interest in literary studies. The study also highlights the powerful interconnectedness between dialogic
literary argumentation and metacognitive scaffolds, making the conclusions even more compelling.
The study concludes with recommendations for the practical application of this fusion approach and
suggests future research to explore its long-term impacts and broader applicability in different
educational contexts.
