THE EXPERIENCE OF TEACHING FOREIGN LANGUAGES IN THE PERIOD OF PANDEMIC IN TUNISIAN HIGHER EDUCATION

The Pandemic has brought significant changes to the quality and conditions of teaching and learning. In order to identify features and new trends in higher education in Tunisia, a survey was conducted, aimed at analyzing the experience of teaching in higher education among teachers. The purpose of the research is to study and compare the opinions of teachers. On DL and Hybrid methods in the studying process of foreign language. The analysis of the data obtained allows us to identify its strengths and weaknesses from the point of view of the educational staff. To collect analytical data, the study was directed among about 70% teachers from different higher institution of Tunisian universities. The questionnaire was open for all the teachers of foreign languages even in non-linguistic institutions. We collected the information about teachers ‘performance in online class and if the students well motivated. According to the data obtained, about 50% of teachers are satisfied about their educational performance. Slightly more than 49%, they confirmed that the mission of preparing online tools it was difficult such quickly prepare for online teaching. They had only two weeks after the Ministry of Higher Education announced the transition to distance learning. The article mentions the disadvantage of TFL online in Tunisia like the less of direct communication because some discipline requires an offline class for example “Publish speaking” in the institute of foreign languages of Nabeul the students have some difficulties to study this discipline in online meeting. The goal of discipline is Develop the student's personality and ability to speak and deliver in front of the public. In addition, the less of training courses on how to deal with distance Platform of virtual university UVT Moodle about 48% of teachers expressed their dissatisfaction in using UVT. The main question that we need to answer it is; are the DL guarantee pedagogical continuity for the students of foreign languages. The questionnaire pointed up tips about effective methods to success online class. The big challenge using information communication technologies within the difficulties such as lack of internet connection in some regions in Tunisia and technologies literacy of some educational staff. However, all of this difficult it shouldn't be a barrier to achieving the educational process. As a result, we can conclude that this experience helps the teachers to know the principals of managing interactive classes. Recommendation; organizing prepare sessions for the teachers to more adapting with the new systems of teaching and online platforms.