Enhancing Content-based Didactics’ Effeciency Via Practicals- Case Study

Abstract

Abstract: This article reports on an empirical research that sought to validate presumption regarding practicals’ effectiveness in scaffolding content-based didactics in English foreign language courses. On this premise, an endeavor to improve civilization’s didactics was conducted drawing on action research’s paradigms through assessing the extent into which concept application contributes to reinforce its learning outcomes. Accordingly, third year undergrads engaged as active participants in a short-scale learning experimental study as part of their American studies at Eloued university. Wherein, they have been exposed to both controlled and treated lessons’ inputs whose efficiency were assessed subsequently using mixed approach methods. Those results yield eventually to comparatively increasing levels of factual and conceptual knowledge as well as levels of motivation and engagement among respondents within the treated lessons in comparison to the controlled one. So as to conclude ultimately with the viability of concept application in consolidating learning outcomes of the subject matter in content-based classes. Altogether, these results confirm the claims of this study about the importance of consolidating theoretical aspects of lessons with an immediate practical phase.