Faculty of Literature and Languages
Permanent URI for this communityhttp://recrutement.univ-ghardaia.dz.dz/handle/123456789/82
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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 The Relationship Between Students’ Learning Styles and their Preferred Teaching Strategies The Case of Second Year Students at Erridouan Middle School(جامعة غرداية, 2024) Leila, BAHEDDI; Aicha Sirine, BAAMARARecognizing the dynamics between students' diverse learning styles and their preferred teaching strategies is essential for fostering effective educational process. This dissertation aims to investigate the relationship between students‟ learning styles and their preferred teaching strategies. Hence, to conduct the current research, a triangulation approach was adopted, combining both quantitative and qualitative methods. The data collection process involved the distribution of a VARK questionnaire and Likert scale to a sample of 26 Second-Year middle school students to obtain an in-depth understanding of their learning styles and preferred teaching strategies. Additionally, it involved semi-structured interviews with three teachers to gain insights on their teaching strategies and to know about the teachers‟ awareness of different learning styles and their experiences in matching their teaching strategies to those styles. The findings indicated that there is a correlation between the students' preferred ways to learn and the teaching strategies that match them. Therefore, it was revealed that the visual learners learn better by implementing the visual aids such as demonstrations and charts. On the other hand, auditory learners prefer discussions and audio scripts. Also, read / write learners enjoy learning through reading instructions and taking notes. Furthermore, kinesthetic learners are fond of hands-on activities and real-world experiments. In addition to those unimodal learners, it was found that many students can be also bimodal and multimodal. However, it was noticed that the ARK learner expressed a dislike towards audio strategies. The research provides different implications for teachers as well as academic institutions.Item The Relationship Between Students’ Learning Styles and their Preferred Teaching Strategies The Case of Second Year Students at Erridouan Middle School(جامعة غرداية, 2024) Leila, BAHEDDI; Aicha Sirine, BAAMARARecognizing the dynamics between students' diverse learning styles and their preferred teaching strategies is essential for fostering effective educational process. This dissertation aims to investigate the relationship between students‟ learning styles and their preferred teaching strategies. Hence, to conduct the current research, a triangulation approach was adopted, combining both quantitative and qualitative methods. The data collection process involved the distribution of a VARK questionnaire and Likert scale to a sample of 26 Second-Year middle school students to obtain an in-depth understanding of their learning styles and preferred teaching strategies. Additionally, it involved semi-structured interviews with three teachers to gain insights on their teaching strategies and to know about the teachers‟ awareness of different learning styles and their experiences in matching their teaching strategies to those styles. The findings indicated that there is a correlation between the students' preferred ways to learn and the teaching strategies that match them. Therefore, it was revealed that the visual learners learn better by implementing the visual aids such as demonstrations and charts. On the other hand, auditory learners prefer discussions and audio scripts. Also, read / write learners enjoy learning through readinginstructions and taking notes. Furthermore, kinesthetic learners are fond of hands-on activities and real-world experiments. In addition to those unimodal learners, it was found that many students can be also bimodal and multimodal. However, it was noticed that the ARK learner expressed a dislike towards audio strategies. The research provides different implications for teachers as well as academic institutions.Item The Relationship Between Students’ Learning Styles and their Preferred Teaching Strategies The Case of Second Year Students at Erridouan Middle School(جامعة غرداية, 2024) Leila, BAHEDDI; Aicha Sirine, BAAMARARecognizing the dynamics between students' diverse learning styles and their preferredteaching strategies is essential for fostering effective educational process. This dissertation aims to investigate the relationship between students‟ learning styles and their preferred teaching strategies. Hence, to conduct the current research, a triangulation approach was adopted, combining both quantitative and qualitative methods. The data collection process involved the distribution of a VARK questionnaire and Likert scale to a sample of 26 Second-Year middle school students to obtain an in-depth understanding of their learning styles and preferred teaching strategies. Additionally, it involved semi-structured interviews with three teachers to gain insights on their teaching strategies and to know about the teachers‟ awareness of different learning styles and their experiences in matching their teaching strategies to those styles. The findings indicated that there is a correlation between the students' preferred ways to learn and the teaching strategies that match them. Therefore, it was revealed that the visual learners learn better by implementing the visual aids such as demonstrations and charts. On the other hand, auditory learners prefer discussions and audio scripts. Also, read / write learners enjoy learning through reading instructions and taking notes. Furthermore, kinesthetic learners are fond of hands-on activities and real-world experiments. In addition to those unimodal learners, it was found that many students can be also bimodal and multimodal. However, it was noticed that the ARK learner expressed a dislike towards audio strategies. The research provides different implications for teachers as well as academic institutions.