en EFL Teachers’ Views and Implementation of Problem-Solving Tasks in the Algerian Secondary Schools تخصصي Special پژوهشي Research <span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">The present paper addresses the issues of EFL teachers&rsquo; views and implementation of problem solving in third-year classes in the Algerian Secondary Schools. The focal aim is to highlight the importance of problem solving as a means to improve the activities of teaching and learning. The survey involved a random sample of 50 teachers to whom a questionnaire was administered. Marzano&rsquo;s (2001) New Taxonomy of Educational Objectives was used as the analytical framework. According to the obtained findings, </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">teachers (96%) agreed that problem solving is a crucial component of instruction. The majority of teachers claimed that they implement problem-solving tasks in the classroom. The main benefits of implementing problem solving in the classroom that the respondents mentioned include: the development of students&rsquo; cognitive abilities, their autonomy, and the teaching practices. </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">The findings have important implications for pedagogical strategies that might promote the teaching and assessment of problem solving in EFL contexts.</span></span><br> <br> &nbsp; The present paper addresses the issues of EFL teachers&rsquo; views and implementation of problem solving in third-year classes in the Algerian Secondary Schools. The focal aim is to highlight the importance of problem solving as a means to improve the activities of teaching and learning. The survey involved a random sample of 50 teachers to whom a questionnaire was administered. Marzano&rsquo;s (2001) New Taxonomy of Educational Objectives was used as the analytical framework. According to the obtained findings, teachers (96%) agreed that problem solving is a crucial component of instruction. The majority of teachers claimed that they implement problem-solving tasks in the classroom. The main benefits of implementing problem solving in the classroom that the respondents mentioned include: the development of students&rsquo; cognitive abilities, their autonomy, and the teaching practices. The findings have important implications for pedagogical strategies that might promote the teaching and assessment of problem solving in EFL contexts.<br> <br> &nbsp;<br> &nbsp; problem solving, EFL, Algerian secondary schools, teaching, assessment problem solving, EFL, Algerian secondary schools, teaching, assessment 61 81 http://ijreeonline.com/browse.php?a_code=A-10-553-1&slc_lang=en&sid=1 Akli Aouine Akli Aouine aklisami5@yahoo.fr 10031947532846001738 10031947532846001738 Yes Department of English, Mouloud Mammeri University of Tizi-ouzou, Algeria Department of English, Mouloud Mammeri University of Tizi-ouzou, Algeria Mohamed Sadek Fodil Mohamed Sadek Fodil Sadek Fodil 10031947532846001739 10031947532846001739 No Department of English, Mouloud Mammeri University of Tizi-ouzou, Algeria Department of English, Mouloud Mammeri University of Tizi-ouzou, Algeria