Integrating Dialogic Literary Argumentation and Metacognitive Strategies as a Means for Enhancing EFL Literature Education in Algeria

Abstract

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.