Simulation without Parallelism: Teaching English Literature at an Algerian University before, during, and after COVID-19
DOI:
https://doi.org/10.70091/atras/AI.7Keywords:
Algerian University, English Literature, post-pandemic, COVID-19, simulation, parallelism, Algerian University, English literature, post-pandemic, COVID-19Abstract
COVID-19 has evoked an urgent need for a distance educational system. Although the Algerian Ministry of Higher Education and Scientific Research spares no effort to facilitate and promote online teaching methods, many obstacles continue to hinder and impair the didactic operation. This paper employs a questionnaire to investigate the reasons behind Algeria’s inability to keep up with the first-world countries’ successful experience in distance learning. It also examines the difficulties that transpire from the lack of parallelism between these developed countries and the developing or underdeveloped ones. Teaching English Literature to non-native students can be a challenge. This has always been true even when the teaching-learning process was done face-to-face in a classroom. Like many other subjects, English literature has been affected by the changes the pandemic brought to the pedagogical procedure. The present study uses observation to shed light on teaching English literature at an Algerian university to illustrate the negative and positive outcomes of the pandemic on the educational system. Finally, this paper reveals that Algeria is witnessing rapid progress in the field of online education and that teaching English literature in Algeria is also improving.
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