Faculty of Literature and Languages

Permanent URI for this communityhttp://recrutement.univ-ghardaia.dz.dz/handle/123456789/82

Browse

Filters

2023 - 20252

Settings

Subject: search.filters.subject.Primary education

Search Results

Now showing 1 - 2 of 2
  • No Thumbnail Available
    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, BAHAZ
    In 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.
  • No Thumbnail Available
    Item
    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.