This study explores the views, motivations, and challenges faced by fourth-year pre-service teachers at the Ecole Normale Supérieure de Constantine (ENSC) as they engage with the British and American civilization course. Employing a quantitative approach, data were collected from 42 participants via an online questionnaire using a five-point Likert scale. The questionnaire addressed four main areas: familiarity with the subject matter, perceived relevance, student engagement, and the effectiveness of instructional methods. Data analysis was conducted using SPSS, with descriptive statistics revealing key trends in student responses. Findings show that while participants recognize the value of civilization courses for their academic growth and future teaching careers, many face difficulties with the complexity and breadth of historical content, as well as retaining information over time. Respondents also emphasized the positive impact of interactive, student-centered teaching strategies- especially those incorporating visual elements - in enhancing understanding and sustaining interest. These results provide valuable insights for refining the design and delivery of civilization courses within EFL teacher education programs. The study highlights the importance of adopting more practical, engaging, and pedagogically innovative approaches that effectively integrate historical knowledge with language teaching.
Ketfi et al. (Thu,) studied this question.