Developing Elementary EFL Learners’ Procedural Knowledge and Strategic Awareness in Reading Classes during the Covid-19 Pandemic: Algerian Teachers’ Challenges

The Covid-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners’ learning habits teachers’ teaching practices. In this regard, paper aims explore challenges while implementing a reading strategy-based instruction for beginners during pandemic, taking Algerian middle schools as case in point. It highlights difficulties achieving quality developing procedural knowledge strategic awareness EFL classes. approach issue is interactive approach. To attain objective research, qualitative method was adopted. Classroom observation structured interviews were used collect data. population targeted composed 20 teachers from 16 Tizi-Ouzou. collected data subjected content analysis. results study reveal that most are aware importance instruction. However, they do not teach them systematically or consistently. Indeed, lack teacher training, time constraints, disregard metacognitive likely be obstacles efficient implementation strategy-instruction. Furthermore, thrown up several psychological cognitive difficulties, including decreased motivation focus, making process more challenging. imply need revision professional development programs re-consideration elementary courses.