The much attention we give to each skill area is due to the teachers and learners competence and their needs. In addition, teachers should be adjusted in the light of the current status of English in the world.
So since 2OO1, the ministry of higher education has decided to diagnose the situation in order to provide immediate and sustainable solutions for university and here a new Algerian university system has imposed itself. Following the recommendations of the National Committee of the education reform, a reform plan was adopted by the Cabinet in April 30, 2002 and the Ministry of Higher Education and Scientific Research has adopted a ten-year strategy to develop the sector for the period 2004-2013, one of whose main themes is "The development and implementation of an overall and deep reform of higher education, the first step is the establishment of a new architectural educations, including an updating and upgrading of various educational programs, and a reorganization of the educational management. Thus, the choice goes towards the new "BMD: Bachelor-Master-Doctorate " system, or LMD ( Licence, Master and Doctorate) as it is known, to meet the expectations of society and also to be in concordance with the new guidelines and global trends in higher education.
This system examines, evaluates and improves the way the teachers and learners are following now to better and develop their English. It also defines the ways and means to teach study and evaluate differently in higher education. It aims to motivating and enabling students across the world by allowing diplomas to be compared and become equivalent to European diplomas, developing the professionalization of higher education whilst preserving the general interest nature of the teaching, to strengthening the learning of transverse skills such as fluency in foreign modern languages and computer skills encouraging the student's mobility and encouraging the student's access to the world of work in Europe - allowing the student to build up a personalized education plan gradually.
Because English is too challenging for us and becoming the most dominant and useful language among many European languages, our governments has adopted many systems (policies) that promote ELT in Algeria. At present, English is considered as a foreign language that is offered as a required subject at all levels of higher education in university.
In order to understand and recognize that the introduction of English language into the Algerian educational system lead us to have part in the globalization, our government made huge effort to change the policies that have been being followed in 1900's. For instance, at the level of university, the LMD system is about a new approach based on the Communicative Approach that has been implemented in the Algerian university almost in all subjects and specialties, as we have already said above.
LMD system has been introduced into our universities by August 2003 to make changes in syllabuses and curriculum development in order to reduce and overcome the difficulties and the obstacles cited (see page 5) and make English teaching and learning successful under the new system LMD. As well, to achieve good results, EFL university teachers must be ready to change from traditional teacher to modern changing the traditional approaches into more communicative innovative activities to teaching to what extent we pay much attention to the four skills perfectly.
On the one hand, the changes made and brought to universities contribute to achieve success in teaching and learning languages. On the other hand, there are many different reasons for changes, so too are there many different kinds, or levels, of change that can take place in globalization. Interestingly, in Algeria there are changes towards teaching English more explicitly, and with more of a focus on form.
Furthermore, nowadays, the emphasis is on to what extent do systems and approaches impact, positively, on ELT to improve EFL students' levels in order to get much knowledge and then achieve perfect English to securing their jobs through acknowledged degrees and high levels of employment because the spread of joblessness across the world particularly in Algeria have upset authorities.
From the various opinions of learners, even longer studies are not an end in themselves everyone now understands that schools and universities are the first starting point for everyone desires to realize any project. Aiming to get higher studies is simply a means to access better jobs likely to lead to higher social status (profession, security, wage, etc.).
For that reason, English language becomes, for EFL students, a dominant subject, an international language and a means for getting job easily. It is now required, across the globe, and important for the Algerian learners and/or job seekers. The question then is what concrete roles does English development give to the EFL LMD students in the Algerian university?
Coleman (2010) addresses a similar question by reviewing the functions of English as a foreign language in development. He refers to four areas where English has often been given a role to play:
2-for international mobility
3-for unlocking development opportunities and accessing information
4- as an impartial language.
These four points must find an answer in the implementation of LMD systems results. Thus, the present work study is devoted to overcome the difficulties and problems Algerian teachers and learners are encountering in acquiring English language for specific purpose. The latter has been conducted by many researches to discuss the various problems that Arab universities encounter and mainly Algerian university. These kinds of problems refer to their ability as teachers or their competence in transmitting skills.
Mukattash (1983) divides the problem that learners of English encounter into problems of pronunciation, spelling, morphology and syntax at the level of university as well students or learners unable to express themselves that what makes difficulties spread. For Mukattash the students' major difficulties arise from the fact that they cannot use English correctly and appropriately in and out the classroom when required; he says: "Comfortably and efficiently either when dealing with academic topics or common everyday topics" (1983:169).
What we can understand by the difficulty of English efficiency is related to the students' deficiencies in communicative competence and self -confidence. Consequently, to face these kinds of problems of communicative competence, Ministry and educational experts run to find solutions to these problems by changing the strategies and encourage the training abroad that gives the learners a good knowledge and culture as well as make them confident.
The queries to be raised here are how universities could be developed into places where advanced knowledge was disseminated and what are the strategies and the reforms are going to be followed. It is only recently that universities have become the almost systematic pragmatics, looking for motivation and aptitude for higher and perfect studies.
As a main part of this work, we have also shed light on another part of reform which is called ICT (information, communication and technology). It also impacts on our understanding in the teaching and learning of English language through changes. According to many linguists, the use and integration of ICT might indeed provide students with much information in learning E L (henceforth English language) competency as well as make better and more attractive the quality of EFL teachers' and students' learning under LMD and CBA experience.
They approve that the use of ICT becomes an effective medium to better and develop the English language. As well, ICT helps in the use of interactive lessons through the four skills to speed up the teaching and learning of English perfectly.
Moreover, the impact of the use of ICT on teaching and learning is a promising scope of interest for researchers in various disciplines such as mathematics, informatics, education and sports, literature, English studies or teaching foreign languages and so forth. The latter becomes one area where ICTs influence is widely investigated.
In a special report, (International Certificate Conference, 2002), devoted to the impact of Information and Communication Technologies on teaching foreign languages and on the role of foreign language teachers in Europe, the term ICT includes technologies in which the computer or laptop plays a central role, for example, Computer-Assisted Language Learning (CALL), the Internet, and a variety of generic computer applications.
To reinforce what has been said in (2002), in (2003) Carmen et al say that integrating ICT tools in teaching can lead to increased students' learning competencies and increased opportunities for communication and it is a rapid development in the learning and teaching of foreign languages more particularly English.
Nowadays, the rapid developments and the frequent use of ICTS in Algerian society is not only impact on a quick computing discourse has generated linguistic convergence it is also the focus on the use of ICT in schools and universities. The latter now require much availability of computers provided with the net/ internet because they become a support for learning and teaching any discipline and mainly languages. Thus, the use of ICT in both education and higher education becomes an important element in the Algerian government's strategy to reinforce and ensure the effectiveness of systems implementation such as LMD in higher education.
Higher education goes with the ICT's use which becoming more important to contribute to the growth and development of learning and teaching in the 21st century.
In this part, we highlight the effectiveness of ICT in higher education and we seek to explore how it will impact on the way courses will be given to learners and delivered in the universities. Having spoken on the whole study work, generally, leads us to think of the following:
Statement of the problem
Through our experience of more than 5 years of teaching English under the new system LMD at the University of Mostaganem, we have noticed changes in the attitudes of our students and teachers towards LMD system. Students come to university with no idea about LMD; the only idea they have had in mind is the CBA approach which is implemented in 2002 in the secondary school. They have already been familiar with the competency based approach in undertaking all kind of new tasks, techniques and methods given to be applied. The questions to be raised here are as follows:
Is there any relation between LMD and CBA reforms?
To what extent can the LMD system contribute positively or negatively to teaching and learning foreign languages mainly the English language?
Does ICT contribute to enhance ELT? If yes how?
Are all teachers familiar with ICT? If yes or no why?
Are all teachers familiar with ICT? If yes or no why?
Pragmatically speaking how is the relationship between CBA, LMD and ICT in use?