PhD Student in Applied Linguistics and TEFL, University of Algiers 2 The National Conference on “Teaching and Learning Civic Education through EFL in Higher Educational Conference The Role of Games in Developing Speaking Skills: A New Step towards Civic Education By Lydia. Benmouhoub PhD Student in Applied Linguistics and TEFL, University of Algiers 2 sauf la page de garde et le outline

Outline 1. Introduction 2. Research Questions 3. Hypothesis 4. Methodology 5. Theoretical Background 6. Results and Discussions 7. Recommendations 8. Conclusion 9. References

1. Introduction Civic education is an outstanding field of research because it is about educating individuals to become good citizens and agents in their daily life actions. Such topic is widely neglected mainly at schools and universities; therefore, traditional thoughts and perceptions about teaching and learning have not permitted teachers and learners to go on track. As a matter of fact, it is incumbent to think about how to develop learners’ speaking skills, as new step towards civic education in which tolerance of ambiguity, respect, and ethical reasoning are taken into consideration..

2.Research Questions To what extent can games enhance speaking skills as a new step towards civic education? What are the strategies required for designing a game? What are the attitudes of teachers and learners towards them?

3. Hypothesis The use of games in EFL class would enhance speaking skills as a new step towards civic education.

4. Methodology Ethnographic Research Online Diaries Classroom Observation Four learners and three teachers of English at Berlitz School, Algiers Four different EFL classes at Berlitz School, Algiers

5. Theoretical Background True Dialogue (Freire, 1976) Civic Education

5.1. Dimensions of Civic Learning Civic Knowledge Civic Skills Civic Identity Civic Action Reference: Limage (2001)

5.2. Game-based Civic Education Civic life and learning (Raphael et al, 2010). Tools of teaching and learning (Voorhis, 2016) System (Kapp, 2012) sauf la page de garde et le outline

5.3. Types of Game-based Civic Education 1.Guessing Game 2. Debates Game 3. Simulation Games

3 . Picture Game

5.4. Benefits of Games-based Civic Education Development of Civic Engagement Cooperation and Speaking Ability Motivation Creativity Empathy and Social Skills

5.5. The Strategies for Choosing Appropriate Games Familiarity with the game Learning objectives. Cost, time, and technical requirements . The way a game will be used. The types of games.

6. Results and Discussions Classroom Observation Criteria Teachers’ Method Students ‘Performance and Engagement Classroom Atmosphere Classroom Management Teachers and Peers’ Feedback Games used Modeling the game Students were performing well, interested and motivated Dynamic Classroom Creativity in Classroom Management Teachers and Peers’ Feedback Riddles, Werewolf, Completing the Story, and Debates games Classroom Observation Positive Attitude Improvement in Speaking Skills and Development in Civic Education OnlineDiaries

7. Recommendations 1. Designing games which will boost learners’ speaking skills and civic engagement. 2. Reaching effective communication requires the knowledge of the language and civic education. 3. Teachers, administrators and policy makers need to do meetings, workshops, seminars in order to develop new methods for enhancing civic education.

8. Conclusion In a nutshell, promoting civic education is a must nowadays because we are in an era of modernism and technology, and hence, learners should shift from passive individuals to civic citizens.

References   Freire, P. (1976). The Pedagogy of the Oppressed. London: the Continuum International Publishing. Kapp, k.m. (2012). The Gamification of Learning and Instruction. San Francisco: Pfeiffer Limage, J.L. (2001). Democratizing Education and Educating Democratic Citizens: International and Historical Perspectives. London: Routledge Raphael, C., Bachen, C., Lynn, K-M., Mckee, K., & Baldwin-Philippi, J. (2010). Games for Civic Learning: A Conceptual Framework and Agenda for Research and Design. Games and Culture, 5, 199-235. http://doi.org/10.1177/1555412009354728 Zalta, E., Nodelman, U., Allen, C. and Perry, J. (2013). Stanford Encyclopedia of Philosophy. Stanford: The Metaphysic Research Lab

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