Teachers’ and Students’ Attitudes towards the Impact of Explicit Instruction of Connotations on EFL Students’ Writing Accuracy The Case of Second Year Licence Students at Mohamed Seddik ben Yahia University, Jijel"

Abstract

The present research work aims to evaluate students’ and teachers’ perceptions towards the impact of explicit instruction of connotations on EFL students’ writing accuracy. It is assumed that both teachers and students may have a positive attitude towards the explicit instruction of connotations in foreign language classes, this can help in improving students’ writing accuracy. To meet the aim of this study, both quantitative and qualitative approaches were used. A questionnaire was administered to 88 second-year license students out of a total of 224 students, and an interview was conducted with 8 written expression teachers at Mohamed Seddik Ben Yahia University in Jijel, Algeria. It was found that although the majority of the students are familiar with connotations and have sufficient knowledge about them in addition to their ability to differentiate connotations types, they have a difficulty in understanding their meaning and their significance