Memoirs of Master

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    The Role of Feedback in Learning: Analyzing how different types of feedback influence student Motivation and Performance -The case of 2nd Year Students at the University of Ghardaia-
    (جامعة غرداية, 2025) Messaoud, SAIDI
    This study explored the role of feedback in learning by examining how teachers’ corrective feedback influencesEFLstudents’ motivation to enhance their written performance. Structured in three chapters, the first two presented a theoretical review of the literature related to feedback in education and the motivational dynamics of EFL learners. The third chapter was dedicated to the practical investigation, including data analysis and interpretation of results. A descriptive research method was adopted, with data collected through a questionnaire distributed to 40 of second-year master EFL students at Ghardaia University. The findings highlighted the pivotal role of feedback in the learning process. Most students expressed positive perceptions of their teachers’ feedback, recognizing it as a motivating factor that significantly supports their language acquisition. Corrective feedback serves as an essential instructional tool. It is not merelyevaluative, but also interactive and informative, whendelivered promptly, clearly, and with focus. Feedback was seen to effectively enhance students’ engagement, motivation, and performance. These results support the initial hypothesis of the study, confirming that constructive feedback positively contributes to learners’ motivation and academic progress. Consequently, educators across all levels and disciplines should be mindful of the critical role feedback plays in promoting effective learning.
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    Analyzing the Role of Digital Technology in Language Learning: A Case Study of 3rd Year LMD EFL Students at Ghardaia University
    (جامعة غرداية, 2025) Ayoub, Grairi
    The study entitled Analyzing the Role of Digital Technology in Language Learning: A Case Study of 3rd Year LMD EFL Students at Ghardaia University, investigates how digital tools are utilized in the process of learning English as a foreign language. The research addresses the growing reliance on technology among students and the corresponding need to understand its pedagogical impact. The main objectives are to identify the most commonly used digital tools, examine their frequency and purpose, explore perceived benefits and challenges, and assess their contribution to learners’ engagement, autonomy, and academic achievement. A quantitative, descriptive research design was adopted to ensure a systematic and measurable analysis of learners’ behavior and attitudes. Data were collected through a structured questionnaire administered to 29 third-year LMD EFL students at Ghardaia University. The responses were analyzed using the Statistical Package for the Social Sciences (SPSS), employing descriptive statistical methods such as frequencies, percentages, and mean scores. The findings reveal a widespread use of informal digital platforms, with YouTube (39.6%) and AI-powered tools like ChatGPT and Grammarly (32.7%) being the most preferred. These tools enhance students’ motivation, autonomy, and exposure to authentic language input, particularly benefiting listening and speaking skills. Nevertheless, the study also highlights key challenges, including unstable internet connectivity, personal barriers like self-discipline and distractions, and a lack of personalized pedagogical support. Furthermore, most digital tool usage remains informal and outside institutional frameworks, underlining the need for better curricular integration and institutional guidance.
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    Exploring the Influence of Virtual Meetings on English Language Learning in TEFL Classes: A Case Study Erriadeh and Erridouane Schools
    (BOUKERMOUCHE, 2024) Abdallah, HADJ BRAHIM; Yahia, BOUKERMOUCHE
    This case study investigated the impact of virtual meetings on English language learning in high school TEFL classes. It focused on Erriadeh School and Erridouane School as the case study subjects. This study investigated the implementation of virtual meetings and their effects on students' engagement, motivation, and speaking skill development. Data was gathered through a questionnaire administered to EFL students across both schools. The findings provided valuable insights into the potential of virtual meetings to enhance student engagement, improve learning outcomes, and personalize the language learning experience for high school students. Additionally, the study identified challenges and highlighted areas for further research related to online collaboration sessions in TEFL teaching. Overall, the study shed light on the positive impact of virtual meetings on English language learning in the high school TEFL context and provided a foundation for future research and improvements in this area.