Faculty of Literature and Languages

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    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, Selkh
    This 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 These include poor internet connectivity, lack of equipment, outdated infrastructure, and insufficient digital resources.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.
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    Challenges In Learning Technical English:ACaseStudyOf FirstYear StudentsOf Science And Technology AtThe University Of Ghardaia
    (جامعة غرداية, 2025) Imane, DJERD
    This study attempts to identify the major challenges that university students face in learning technical English in an ESP context. Fifty first year students of science and technology at the University of Ghardaia participated in the study. Data were collected using a questionnaire and classroom observation, and a mixed approach of quantitative and qualitative methods was applied for data analysis. The results of the study demonstrated that students considered the most difficult skill to be speaking, followed by listening, writing and finally reading. They struggled academically with technical vocabulary, grammar, pronunciation and fluency. They also experienced cognitive, motivational and anxiety issues such as concentration, anxiety and motivation.
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    The Role of Reading Instruction in EnhacingLiteracy in Middle School Education Case Study : 2nd Year Pupils in Ahmed Bediaf Middle School Metlili- Ghardaia
    (جامعة غرداية, 2025) Ines, MOULAY LAKHDAR
    This study explores the significantrole of reading instruction towardenhancingliteracyamong middle schoolstudentswithinthe context of English languageeducation. Duringthiscritical stage of cognitive and academicdevelopment, readingplays an essential role in shapingthe students'languageability, academic performance, and lifelonglearning habits. The researchinvestigatesreading instruction, whatstrategies and materials are used, and the challenges faced by bothteachers and students in middle school settings. Thestudyusedmixed-methodsapproachtogather data fromteacherinterviews and studentsquestionnaire. The findingsindicatethatstudents are generallymotivated and havea positive attitude towardsreadingbut struggle invocabulary, comprehension, and lack of regularreading habits. Teachersusemultipleteachingapproacheslikeguidedreading, aloudreading, and strategytechniquestendto integratereadingwithotherareas oflanguageskills.The studyconcludesthatreading instruction significantlycontributes to learners'literacyacquisitionwhentaughtusingsupportive, flexible, and student-centeredapproaches.It supportsadding more materials, teacherprofessionallearningin readingpedagogy, and schoolprogramsindesigning a strongerculture of reading.Literacyatthe middle schoollevelcanbestrengthenednot onlybystrongclassroom practices but bysystemic support thatprioritizesreading as a cornerstone of education.
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    Challenges of Teaching English as a Foreign Language to Third Year Pupils of the Algerian Primary School – The Case of Primary School Teachers of English in Ghardaia
    (جامعة غرداية, 2023) Nadia, GUERGAB; Nabil, CHENINI
    This dissertation investigates the challenges faced by primary school teachers in teaching English to third-year pupils and explores the strategies and pedagogical approaches used to overcome these challenges. The study aims to provideinsights into the specific difficulties encountered in English language instruction at this stage of primary education and to offer practical recommendations for enhancing the teaching and learning experience. A mixed-methods approach was employed in the research methodology, combining surveys and classroom observations. Data was collected from a diverse group of teachers working with third-year pupils in various primary schools in the province of Ghardaia, and who were newly assigned during the academic year 2022-2023. The analysis of the data involved both qualitative and quantitative techniques to provide a comprehensive understanding of the challenges and effective practices.The findings reveal several significant challenges faced by teachers in teaching English to third-year pupils. These challenges include limited vocabulary acquisition, difficulties in sentence formation and grammatical structures, low motivation and engagement, and varying levels of language proficiency among students. The study identifies the underlying factors contributing to these challenges, such as inadequate resources, large class sizes, and limited instructional time.To address these challenges, teachers employ various strategies and pedagogical approaches. These include the use of interactive and engaging activities, differentiated instruction to cater to diverse learning needs, incorporating technology and multimedia resources, and fostering a supportive and inclusive classroom environment. The study highlights the importance of teacher professional development and collaboration in effectively implementing these strategies.The implications of the findings suggest the need for curriculum enhancements, resource allocation, and support for teachers in effectively teaching English to third-year pupils. This study contributes to the existing literature on English language education in primary schools and provides practical insights for policymakers, curriculum developers, and educators to improve the quality of English instruction in the third-year level.