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Quality Assurance in EFL Teacher Training: The Algerian Context
Taking the University of Tlemcen as a case study, the present research was designed to investigate the adequacy of the current practices in the field of TEFL in comparison to Quality Assurance standards. This study is an endeavor to define the SWOT’s of the Department of English in the light of international accredited standards such as NCATE, TESOL and TEKS. The data collection process was realized via a triangular approach including a questionnaire, addressed to 159 MA EFL students, and a group interview of specialists’ meeting university professors and teacher-trainers. Implementing a statistical approach to data analysis, taking into account the mean, the standard deviation, frequencies and Chi-square tests, to deal with the questionnaire, alongside a qualitative method to analyze the EFL specialists’ forum results, this study revealed a significant number of facets that are representing weaknesses and/or threats in the current beliefs and practices. For instance, it unveiled many shortcomings in the EFL institution goals determinations, curriculum design, policies of change and reform… Finally, limiting these lacks and needs enabled the researcher to propose a set of recommendations that are meant to bridge the gap leading to the horizon of Quality Assurance. These recommendations are addressed to all possible stakeholders not least teachers, policy makers and students.

TEFL, Quality Assurance (QA), Needs Analysis, SWOT Analysis

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