English department
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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 Investigating the Relationship between Socio-Cultural Factors and Student’s Reluctance to Speak during Oral Sessions First Year EFL Students at University of Ghardaia as a Case Study(جامعة غرداية, 2024) Nassima, ZABATIThis study seeks to investigate the relationship between the social and cultural factors and students’ reluctance to speak, to find out whether these factors pose a threat or stimulate the process of developing students’ speaking and participation skills during oral class sessions. It also seeks to provide a deeper and clearer understanding to the concept of social factors, which includes:society, family, peers, socioeconomic status, gender differences, in addition to cultural factors that include: religion and beliefs, values and customs and delve deep into the theoretical framework that encompasses these concepts. Mixed methods approach was used to collect the data required to investigate this study, including first an observation of EFL First Year students’ participation and interaction during the sessions of Oral Comprehension and Expression at the Department of English at University of Ghardaia, an online interview conducted with four professors with previous and current experience in teaching the Oral module, and finally a questionnaire directed to a group of first-year EFL students to get their insights and viewpoints about the influence of socio-cultural factors on their reluctance to speak. With this, a deeper understanding of these factors and the extent of their influence on EFL students’ speaking skill development will hopefully be achieved. The study seeks to conclude with a set of strategies, suggestions and recommendations as solutions to be conducted by educators for a future inclusive educational environment for EFL students.Item 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, BouchraThis 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: ,Item EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAHThe present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.Item EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAHThe present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.Item EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAHThe present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.