Othering in EFL Hybrid Learning in the Algerian Higher Education Context

Zeyneb Khaldi

University of Mouloud Maameri, Algeria

E-mail: zeynebkhaldii@gmail.com

Hana Aissaoui

University of Mouloud Maameri, Algeria

E-mail: Hana.aissaoui15@gmail.com


Abstract: This paper seeks to examine deeply Algerian students’ othering in online learning. The study is carried out using phenomenological design. The data are collected using a semi-structured interview from 10 students who have been enrolled in hybrid learning at Algerian universities in the academic year 2020-2021 selected through convenience sampling, a pur­pose­ful sampling method. Students’ opinions were taken regarding how they described othering, their experience in online classes, disconnected­ness from peers and instructors, and the challenges faced while going back to mandatory classes at the end of the semesters. The results will contribute in understanding how “otherness” is newly perceived in 21st century, and thus, setting adjustments of the notion in online discourse.

Keywords: face-to-face FL classes, otherness, disconnectedness, hybrid learning.

Rhetoric and Communications Journal, issue 53, October 2022

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