English department
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Item Investigating the Impact of English Educational Songs on the Development of Speaking Skills in Algerian Primary Schools: A Case Study(جامعة غرداية, 2025) Abdelmoutaleb, KHIRALLAHThis study investigates the impact of English educational songs on the developmentof speaking skills in Algerian primary schools. Given the importance of speaking in language acquisition, integrating songs into classroom instruction presents a creative and engaging method to support oral language development. The research was conducted in Touggourt and its neighbouring mu-nicipalities and involved 62 primary school English teachers, including 32 online participants from areas such as Tibet, Hjira, Hassi-messsoud, and El-Oued. A quantitative research design was employed using a structured questionnaire to collect data. The obtained findings revealed that the majority of teachers support the use of educational songs, recognizing their potential to improve speaking proficiency and classroom engagement. The study underscored the need to integrate modern, interactive materials-including songs, videos, and games-into EFL curricula. It concluded by encouraging teachers to incorporate such resources to create more dynamic and authentic language learning environments.Item Investigating the Impact of Reading Short Stories on EFL Learners Reading Proficiency: The Case of SecondYear Students of the English Languageatthe University of Ghardaïa(جامعة غرداية, 2025) Zohra, BENSEDDIKThis research explores the effectiveness of using short stories to enhance reading proficiency among second-year EFL students at the University of Ghardaïa. Recognizing the pedagogical value of literary texts in foreign language instruction, the study investigates the extent to which learners engage with English short stories both inside and outside the classroom, how they perceive the impact of these stories on their vocabulary, comprehension, and grammar, and their overall attitudes toward using literature in reading classes. A quantitative approach was employed, using a structured questionnaire distributed to EFL students to gather data on their reading habits, perceptions, and preferences. The findings reveal that the majority of students regularly engage with short stories and view them as beneficial tools for improving various language skills, particularly vocabulary acquisition and reading comprehension. Furthermore, students expressed positive attitudes toward incorporating short stories into reading classes, highlighting their motivational value and contribution to more meaningful learning experiences. The study concludes that short stories represent a valuable and engaging resource for supporting language development in university-level EFL contexts.Item Investigating the Effect of Reading English Short Stories In Developing EFL Students’ Vocabulary. The Case of First Year LMD Students at the University of Ghardaia(جامعة غرداية, 2025) Youcef, HADJHAMEDThecurrent studyaimsto investigatetheeffect ofreadingshortstories indevelopingEFLfirst year LMD students’ vocabularyacquisition at the University ofGhardaïa. The purpose ofthis dissertation is to achieve a shared understanding and awareness of the importance and impact of reading short stories in education, particularly in learning English as a foreign language. Therefore, wehypothesize that reading Englishshort stories is a usefulstrategyfor improving students’ capacity to grasp new vocabulary. To confirm this hypothesis, we select to use a descriptive study derived from the results obtained from a teachers’ and students’ questionnaire. The tools used to achieve these objectives are questionnaires administered to English Language teachers and first year LMD students at the University of Ghardaïa. This study comprises three main chapters. The first two chapters is the theoretical part, including overview of the literature. The first chapter examines vocabulary and second language acquisition, while the second focuses on reading and short stories. The third chapter involves the presentation and discussion of data obtained from questionnaires administered to both students and teachers.Item Challenges in Integrating Digital Media into EFL Classrooms: A Case Study of Third-Year LMD Students at the University of Ghardaia 2024/2025(جامعة غرداية, 2025) Abir, SelkhThis research aims to investigate the challenges of integrating the digital media into EFL classrooms. Digital media have become an essential part of modern education, offering innovative ways to enhance language teaching and learning. This study was conducted at the University of Ghardaia and adopted a descriptive research designto gain a comprehensive understanding of the challenges and opportunities associated with integrating digital media into EFL classrooms, using both quantitative and qualitative methods. Questionnaire was administered to 30 students, while semi structured-interviews were conducted with six teachers to gather in-depth insights. The findings revealed that despite the proven benefits of digital media in boosting student engagement, motivation, and academic performance especially through interactive tools, there are several challenges to their effective use. These include poor internet connectivity, lack of equipment, outdated infrastructure, and insufficient digital resources. Moreover, teachers reported a lack of training and institutional support, as well as time constraints that further challenge integration. The study also highlights the importance of providing professional training, digital tools, and institutional backing to promote a more consistent and effective use of technology in the EFL classroom.Item Investigating Teachers' Strategies in Incorporating Culturally Familiar Tasks to Enhance EFL Learners' Inferential Listening Skills: The Case of Middle School EFL Teachers and Learners at Berraian – Ghardaia Province(جامعة غرداية, 2025) Chiraze, BOUASRIAIn the English as a Foreign Language(EFL) classroom, teachers play an important role in selecting and adapting instructional strategies that make learning more reachable and meaningful for learners. The purpose of this study is to investigate the strategies implemented by middle school EFL teachers atOulad Taher Ahmed Ben Babia, Abou El Yakadan, MetalagMetalag inBaraiane,Ghardaia province to integrate culturally familiar tasks that enhancelearners’ inferential listening skills in their classrooms. The research emphasizes the importance of learners' cultural background in facilitating comprehension and promoting critical thinking while listening when promoted by teachers through segments of the local culture. To achieve this, a qualitative and an exploratory approach was adopted, employing thirteen classroom non-participant observation sessions, semi-structured interviews with five teachers, and focus groups with eighteen students to obtain rich data.The findings expose that teachers use a variety of strategies such as including listening texts within familiar cultural settings and activating prior knowledge through pre-listening activities. These activitieshave a great impact in improving learners’ ability to interpret implied meaning and draw clear feedback and logical conclusions.However, the study highlights several challenges ranging from limited culturally relevant materials to diverse learners' backgrounds. The study, then, concludes with necessary recommendationsfor the teachers to get sufficient training to incorporate these strategies carefully. It also demonstrates the significance of integrating culturally familiar tasks and its pivotal role in promoting learners' inferential listening skills.Item Exploring the Impact of Play-based Learning on Vocabulary Development the case of 4th year in Amir Abdelkader Primary school Zelfana.(جامعة غرداية, 2025) Houria, BAHAZIn recent years, the integration of English as a foreign language in Algerian primary schools has presented both opportunities and challenges for educators and learners alike. One of the key areas of interest is how to enhance young learners’ vocabulary acquisition in meaningful and engaging ways. This study explored the effectiveness of play-based learning in promoting vocabulary development among fourth-year pupils in a primary school context. The main purpose of the study was to investigate whether play-based instruction could improve vocabulary acquisition more effectively than traditional teaching methods. To achieve this, a quasi-experimental design was adopted. The sample consisted of 28 fourth-year pupils from Amir Abdelkader Primary School in Zelfana. The participants were divided into two groups: an experimental group and a control group, each comprising 14 pupils. The experimental group was exposed to six sessions of play-based vocabulary instruction related to the "Health" unit, while the control group received conventional instruction. Only a post-test was administered to both groups due to the pupils’ limited prior knowledge. Additionally, qualitative data were gathered through interviews with three English teachers to gain insight into their experiences, perceptions, and challenges regarding play-based learning. The findings revealed that the experimental group achieved a significantly higher mean score on the post-test compared to the control group. Teachers also reported increased pupil engagement, improved vocabulary retention, and a generally positive classroom atmosphere. However, some challenges included classroom management and lack of resources. Overall, the study confirmed that play-based learning is an effective approach to enhancing vocabulary development among young learners.Item 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, SAIDIThis 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.Item Investigating the Role of Socratic Seminar in developing Critical Thinking among EFL Learners: The Case of Intermediate Students of Englishat Harmony School in Ghardaia Province(جامعة غرداية, 2025) Nafissa, BELHADJ AISSAThe present study aims to investigate the role of the Socratic Seminar method in developing critical thinking among intermediate EFL learners. It seeks to determine the impact of this method on learners’ critical engagement and to explore students’ and teachers’ attitudes toward its effectiveness in enhancing both cognitive development and learning outcomes. This study also examines the extent to which the implementation of Socratic Seminars contributes to the development of reflective thinking, argumentation, and dialogic interaction in the EFL classroom. To this end, qualitative tools were used, including classroom observation and semi-structured interviews with the teacher and students. The results obtained from the classroom observation revealed significant improvements in students’ participation, critical engagement, and willingness to collaborate. Moreover, the interviews indicated that both EFL learners and their teacher held positive views about the Socratic Seminar method, appreciating its role in creating a student-centred, thought-provoking environment. Therefore, the findings confirmed that the Socratic Seminar positively influences learners’ critical thinking and enhances both teaching and learning practices.Item Investigating Students’ Attitudes Towards Using Artificial Intelligence in Learning English Students of English at the University of Ghardaia as a case study(جامعة غرداية, 2025) Amina, HADJADJThis research aims to investigate university students’ attitudes towards the use of Artificial Intelligence (AI) tools in English language learning. With the rise of new technologies in education, AI is becoming an important part of language learning by offering tools that help students improve their skills in reading, speaking, listening, and writing. This research employed a mixed-method approach to explore student’s perceptions, experiences and challenges in using AI for learning English. Quantitative and qualitative data were collected usingstructured questionnaires distributed to 90 students of English across various academic levels (L1, L2, L3, M1, M2) at the University of Ghardaia, and analyzed using descriptive statistics and thematic analysis. The results indicated that the majority of sudents’ have a positive view of AI tools and believe that they can support language development and improve their skills. The study’s valuable insights highlighted the need to incorporate technological materials, such as AI tools, into the curriculum. This would allow students to practice and improve not only their core language skills but also other important abilities such as critical thinking and problemsolving. Therefore, educators are encouraged to take advantage of these technologies and integrate them into the classroom as effective teaching materials, bringing the outside world into the learning environment. .Item The Influence of French Language on Vocabulary Acquisition among EFL Pupils: A Case Study of Fourth-Year Primary School Learners(جامعة غرداية, 2025) Hamida, HEDDARThis research explores the influence of French as a second language on teaching and learning English in Algerian primary schools, with a particular focus on the bilingual experiences of fourth-grade students. Recognizing the unique linguistic context in Algeria, where French often precedes English in the curriculum, the study investigates how students’ proficiency in French affects their English learning process and how teachers adapt their instructional methods accordingly. Adopting a mixed-methods approach, the study combines quantitative data from a parent questionnaire with qualitative insights from interviews conducted with both English and French language teachers. The inclusion of parents’ perspectives offers a more holistic view of the students’ linguistic environment and highlights the role of the home in supporting language acquisition. Findings reveal that French proficiency significantly facilitates English learning by promoting vocabulary recognition, grammatical awareness, and general language learning strategies. Teachers also report using French strategically to clarify complex English concepts and to build on students’ prior linguistic knowledge. Moreover, the study uncovers a collaborative dynamic between French and English teachers aimed at enhancing bilingual education practices. Ultimately, the research emphasizes the importance of valuing learners’ existing language skills and adapting pedagogical approaches to reflect students’ multilingual realities. It calls for educational practices that not only acknowledge linguistic transfer but also empower both teachers and learners in multilingual classrooms.