Abstract
This paper reports on a collaborative action research project at the Faculty of Arts and Humanities in Sousse, Tunisia. As students normally play no role in selection of topics and texts in their “Textual Analysis” course, this can contribute to a passive attitude and limited development of critical skills. Consequently, the team of teachers introduced changes in which students took a leading role in selecting the different topics and worked in groups to find and present texts to class. Evaluation feedback was collected from both students and teachers. The findings showed that the majority of students were receptive to their increased agency in choosing topics and texts, and thought that this enhanced their critical skills, although responses to working in groups were more mixed.
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Notes
- 1.
All teachers’ names are pseudonyms.
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Mason, J., Ben Ammar, Y., Romdhane, S., Tarash, S. (2019). Receptivity and Resistance of Students and Teachers to Learner Agency in Topic and Text Selection. In: Hidri, S. (eds) English Language Teaching Research in the Middle East and North Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98533-6_24
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