Faculty of Literature and Languages
Permanent URI for this communityhttp://recrutement.univ-ghardaia.dz.dz/handle/123456789/82
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Item The Role of Artificial Intelligence in Enhancing EFL Students Speaking Skill Case of Fourth-Year Middle School Students at Ahmed Herouini Ghardaia(جامعة غرداية, 2025) Hanane, BELLUAIREThis study aims at investigate the development of the speaking skill throughthe function of AI in English language learners. To reach the aim of this study, a mixed method (qualitative and quantitative approaches) were employed by using a printed questionnaire for students, aimed for a sample of forty 4th grade pupils and an interview with teachers at Ahmed Herouini middle school Ghardaia.The findings of this study suggested that AI has the potential to significantly enhance Englishlanguage learners' communication skills by providing personalized and interactive learning experiences, even teachers have a positive attitude about it because it is an appropriate and good technique that helps learners communicates better.. However, further research is needed to explore the long-term effects and optimal integration of AI in languagelearningenvironments. For these results, we suggest that educators andpolicymakers can make informed decisions to harness the benefits of AI technology and maximize its impacton developing effective communication skills among English language learners.Item Investigating the Impact of English Educational Songs on the Development of Speaking Skills in Algerian Primary Schools: A Case Study(جامعة غرداية, 2025) Abdelmoutaleb, KHIRALLAHThis study investigates the impact of English educational songs on the developmentof speaking skills in Algerian primary schools. Given the importance of speaking in language acquisition, integrating songs into classroom instruction presents a creative and engaging method to support oral language development. The research was conducted in Touggourt and its neighbouring mu-nicipalities and involved 62 primary school English teachers, including 32 online participants from areas such as Tibet, Hjira, Hassi-messsoud, and El-Oued. A quantitative research design was employed using a structured questionnaire to collect data. The obtained findings revealed that the majority of teachers support the use of educational songs, recognizing their potential to improve speaking proficiency and classroom engagement. The study underscored the need to integrate modern, interactive materials-including songs, videos, and games-into EFL curricula. It concluded by encouraging teachers to incorporate such resources to create more dynamic and authentic language learning environments.Item Fostering EFL Learners’ Speaking Self-assessment as a Learning Autonomy with Generative AI Tools: The Case of 2nd Year Licence Students at the University of Ghardaia(جامعة غرداية, 2025) Amel Rahma, RAMDANEThe current study investigates the impact of Artificial Intelligence (AI) generative tools on promoting speaking self-assessment and learning autonomy among EFL learners. With AI transforming language learning, this research examines how the ELSA Speak application supports learners in assessing their speaking skills, fostering autonomy, and enhancing proficiency. The study focuses on identifying which speaking components are influenced by ELSA and how AI-supported self-assessment contributes to learner autonomy among 2nd-year Licence EFL students. Using a quasi-experimental design, the research involved a pre-test observation of a traditional speaking class with 40 students, from which 15 were randomly selected as the experimental group. These participants used ELSA to assess their speaking and autonomy over time. A mixed-methods approach was adopted, using a checklist to evaluate performance in pre- and post-tests and conducting interviews to gather learners’ perceptions. Results show that ELSA is effective in improving learners’ speaking self-assessment and autonomy.Item Exploring the Efficacy of Online Platforms and Application for Enhancing Speaking Skills in English Language Learning Among English Students at Ghardaia University(جامعة غرداية, 2024) Meriem, OULAD SAIDThis study aims to explore the effectiveness of online platforms and applications in enhancing speaking skills in English language learning. The primary research question of this study revolves around the contribution of online platforms and applications to the improvement of speaking skills in English language learning among English students at University ofGhardaia. The objectives of this study are : firstly, to help learners improve their abilities in speaking English by offering them opportunities to explore and evaluate various technological tools; Secondly, to identify the strengths and weaknesses of these tools and determine whether they can effectively support learners in enhancing their speaking skills. By conducting a comprehensive literature review and adopting quantitative, descriptive research method using two questionnaires: one of which was directed to students at the university of Ghardaia, and learners affiliated with online learning English language platforms, while the second questionnaire was administrated to English language teachers working on “Follow ME Academy” and “Fluent Hello” platforms, this research purpose to shed light on the potential of online platforms and applications as resources for English language learners to improve their speaking abilities. The findings of this study will add to the existing body of knowledge in the domain of language learning and offer practical insights for teachers and learners aiming to investing technology for developed speaking skills.Item Developing EFL Learners' Speaking Skills Through Communicative Language Teaching. The Case of Intermediate-level Adult Learners at CEIL (Intensive Language Training Center) of Ghardaia University(جامعة غرداية, 2023) Faycal, Selkh; Mohammed, BouharichThe ability to speak spontaneously using the target language is one of the main objectives adult language learners seek to obtain when enrolling in a language training program. However, speaking is widely recognized as the most challenging skill among the four language skills to acquire, especially when implementing traditional language teaching methods endorsed by many language training programs that prioritize vocabulary and grammar instruction. In light of this context, this research sets out to examine the effectiveness of employing the Communicative Language Teaching (CLT) approach to develop language speaking skills among intermediate-level adult English as a Foreign Language (EFL) learners at the Intensive Language Training Center (CEIL) of Ghardaia University. To test this hypothesis, a quantitative investigation was conducted adopting a one-group quasi-experimental pre-test post-test design. The experiment group consisted of 15 adult learners from diverse academic and professional backgrounds at the B1 English level. The participants were assessed on their language proficiency using the speaking section of the Preliminary English Test (PET) both before and after the four-week intervention based on CLT principles. After a comprehensive analysis and interpretation of the pre-test and post-test results, the findings indicate that the implementation of CLT is an effective method for developing language speaking skills among adult intermediate-level EFL learners, thus suggesting potential positive implications for the integration of CLT in EFL classrooms.Item Improving English Speaking Skills Through Private Tutoring: Case of 4th Year Ghardaia Middle School Students(جامعة غرداية, 2023) EL BORDJ, Manel; Manar, DAHOUObstacles related to public classroom environment represent a challenge for the Algerian EFL learner, especially when it comes to bettering their speaking prowess, which leads the students to seek supplementary classes in private tutoring schools. The aim of this paper is to provide comprehensive review of the relationship between private tutoring and the development of speaking skills. Drawing on existing literature and research studies, the attempts to highlight the key findings and implications of private tutoring on speaking skills. The study followed a true experimental, pretest-posttest one group, design with a, randomly assigned, sample of 11 middle school students from various schools in Ghardaia city, Algeria. The intervention lasted for four weeks. The data gathering tools that were used to carry this investigation were, a pretest, a posttest, a students’ questionnaire, and structured interviews with a sample of five English Language teachers from four different middle schools in Ghardaia. Findings revealed that private tutoring schools had a crucial role in improving the speaking skills, by playing a complementary role to that of the public school, and through the use of creative teaching methods such as educational games and the employment of audio-visual aids.