English department

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Subject: search.filters.subject.EFL teachers

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    The Need for Specialized ICT Training for TEFL Teachers: A Case Study of High School Teachers in Ghardaia.
    (جامعة غرداية, 2025) Ben kabouya, Saliha; Kherneg, Rebha
    The development of technology has enormously influenced education. Today, there are numerous technological devices and information resources which have facilitated the process of teaching- learning. However, some teachers can’t adopt and update their teaching methods according to these new developments. Therefore, this study attempts to investigate the need of high school TEFL teachers for specialized ICT training. The purpose of this study is to assess the current ICT level among high school TEFL teachers, identify the challenges that most teachers encounter when integrating this tool in their language teaching classes and explore their training needs for technological skills. To achieve this work ,a case study was conducted at some high schools in Ghardaia and a research instrument is used to collect data .A questionnaire was addressed to 40 high school TEFL Teachers in Ghardaia. Moreover, the data collected were analysed quantitatively. The findings of the study revealed the level of ICT competency among teachers, the major barriers to ICT integration in classrooms and their need for an effective ICT training tailored to their local needs. Ultimately, teachers emphasized the importance of using educational technologies to enhance their teaching and meet the needs of learners.
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    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, BOUASRIA
    In 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.
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    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 AISSA
    The 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.