English department

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    Investigating the Environmental Factors behind EFL Learners' Low Academic Performance at University of Ghardaia First year Master EFL students as a case study
    (جامعة غرداية, 2024) Kenniche, Sabrine; Raad, Bouchra
    This study investigates the environmental factors contributing to low academic achievementamong English as a foreign language (EFL) learners at the university of Ghardaia. The data was collected using questionnaire and interviews from a sample of 32 master one’s students, which aligns with the mixed-method approach. The questionnaire was administered to the entire initial sample of 32 master's students within the department of English language. It aimed to capture quantitative data on a range of environmental factors such as classroom conditions, technology infrastructure, teaching methods, and language barriers. In addition to the questionnaire, a subset of seven students was selected for in-depth interviews. These interviews provided an opportunity to know more about students' experiences and perceptions, offering qualitative data that complemented the quantitative findings from the questionnaire. Through these interviews, a richer understanding of the environmental challenges faced by EFL learners emerged, which served in enhancing the credibility and validity of the study's findings. through, the findings exhibited some significant concerns regarding classroom size, technology, teaching methods, and language barriers. Participants also offered recommendations for interventions, including improving resource access, include language immersion programs, and updating the teaching and technological materials. Even though the study provides credible and reliable results concerning the challenges faced by EFL learners and which result in their low academic achievement, further research is essential to explore the specific reasons and specific contributing factors. Keywords: ,
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    The Effects of Parent al Involvement on learners’ Academic Performance
    (جامعة غرداية, 2025) Nadjat, MEDJELLED
    This study explored the role of parent al involvement in shaping students’ academic chievement within the Algerian educational context. While the influence of parents on their children's school performance is widely acknowledged, there remains a need to investigate the nature, effectiveness, and limitations of this involvement in local middle schools. The purpose of the study was to examine the impact of different forms of parental involvement on students' performanceandtoidentifythechallengesthathindereffectiveengagement.Theresearchalso aimedtoproposestrategiestostrengthencollaborationbetweenparentsandschools.Thestudy adopted a mixed-methods approach. Quantitative data were collected through a questionnaire administeredto15teachers, whilequalitativedataweregatheredthroughinterviewsconducted with 30 educated parents and more than 30 students from Hassiba Middle School. These combinationallowedforacomprehensiveanalysisoftheissuefrommultipleperspectives.The findings revealed that students who benefited from regular parental support tended to perform better academically, showing greater motivation, self-confidence, and improved study habits. Parentswerefoundtobe involvedinvariousways,includingacademicmonitoring,emotional support, and attending school events. However, many faced barriers such as time constraints, lack of communication with schools, and limitedawareness of how to help. Overall, the study confirmed that parental involvement plays a vital role in student success, but also emphasized theimportanceofsupportingandguidingparentstoovercomeexistingobstacles.Strengthening the school-family partnership can lead to more effective educational outcomes for students.