https://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/7022 2026-03-24T16:07:41Z https://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/10425 Title: Investigating the Relationship between Socio-Cultural Factors and Students’ Reluctance to Speak during Oral Sessions The Case of First Year EFL Students at the University of Ghardaia Authors: Nassima, ZABATI Abstract: This study seeks to investigate the relationship between the social and cultural factors and students’ reluctance to speak during oral sessions, to find out whether these factors hinder or stimulate the process of developing students’ speaking and participation skills during oral class sessions. It also aims to provide a deeper and clearer understanding of the concept of social factors which include: society, family, peers, socioeconomic status, and gender differences, in addition to cultural factors that include: religion and beliefs, values, and customs and delve into the theoretical framework that encompasses these concepts. Mixed methods approach was used to collect the data required to investigate this study, including first an observation of EFL First Year students’ participation and interaction during oral sessions at the Department of English at the University of Ghardaia. An online interview was conducted with four professors with previous and current experience in teaching the Oral module. Finally, a questionnaire directed to a group of first-year EFL students was administered to get their insights and viewpoints about the influence of socio-cultural factorson their reluctance to speak. The study concludes with a set of strategies, suggestions, and recommendations as solutions to be implemented by educators for a future inclusive educational environment for EFL students. Keywords: Students’ reluctance, socio-cultural factors, oral sessions, EFL students, speaking skill development. 2025-01-01T00:00:00Z https://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/10424 Title: Assessing the Impact of Emotional Intelligence on EFL Speaking Anxiety: A Case Study of First-Year University Students at University of Ghardaia Authors: Sendous, BENSAHA Abstract: This study investigates the impact of emotional intelligence among first-year EFL students at the University of Ghardaia. The research aims to determine whether emotional intelligence influences students’ ability to speak confidently in English and to what extent it can reduce classroom speaking anxiety. A mixed-methods approach was employed, combining quantitative data collected through students’ and teachers’ questionnaires with qualitative insights obtained from classroom observations. The findings reveal that many students experience significant levels of speaking anxiety, primarily due to fear of making mistakes, negative peer evaluation, and low self-confidence. However, students with higher levels of emotional awareness and self- regulation reported lower anxiety and demonstrated greater participation in speaking tasks. Similarly, emotionally intelligent teaching practices such as encouragement, empathetic feedback, and maintaining a supportive classroom environment were found to positively influence student confidence and reduce anxiety. The study confirms the proposed hypotheses, indicating a strong link between emotional intelligence and reduced speaking anxiety in EFL contexts. Based on these findings, the study recommends the integration of EI strategies in language instruction to foster emotionally supportive learning environments and enhance learners’ oral communication skills. 2025-01-01T00:00:00Z https://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/10357 Title: Investigating EFL Learners’ attitudes towards using Artificial Intelligence to enhance their writing skills Authors: Souhaib, Chenini; Mounir, Sebrou Abstract: This study investigates the integration of Artificial Intelligence (AI) tools in the teaching and learning of writing within English as a Foreign Language (EFL) contexts. As AI applications such as ChatGPT and Grammarlybecome increasinglyaccessible in educational settings, this research explores their pedagogical impact, benefits, and limitations from both learners’ and teachers’ perspectives. The study adopts a mixed-methods approach, combining quantitative data from questionnaires with qualitative insights from interviews, targeting university level EFL learners and instructors. Findings reveal that while AI tools enhance writing accuracy, provide instant feedback, and promote learner autonomy, they also raise concerns regarding over-reliance, academic integrity, and the erosion of critical thinking skills. The study concludeswith pedagogical recommendations for integrating AIethicallyand effectivelyinto writinginstruction, emphasizingthe roleof educators in guidingAIuse to support ratherthan replace human input in the writing process. 2025-01-01T00:00:00Z https://dspace.univ-ghardaia.edu.dz/xmlui/handle/123456789/10304 Title: Exploring the Impact of Emotional Intelligence on the Development of 21st-Century Skills: a Case study of Master1 Studentsat the Department of English at the University of Ghardaia Authors: Farah, BAHAZ Abstract: This study examines the influence of emotional intelligence (EI) on the development of 21st-century skills among first-year Master's students at the Department of English at the University of Ghardaia. EI is an often overlooked factor that can positively shift and improve learner's ability to critically think, creatively solve problems, communicate and collaborate with peers, and adapt to new situations,among other skills that are necessary for success in today’s dynamic world. The research comprises theoretical chapters discussing emotional intelligence and 21st-century skills and underlying the relationship between them and their significance in educational landscape, alongside a practical segment.Employing a mixed-methods approach,quantitative data collected from 40 student questionnaires were analyzed using SPSS, which revealed that emotional intelligence (EI) significantly influenced 21st-century skills, mostly by the relationship management dimension. As for the qualitative data, semi-structured interviews with 3 educators provided deeper insights into how specific EI components self-awareness, self-regulation, empathy, and social-awareness enhance students’ ability to navigate complex cognitive and interpersonal collaborative challenges. The findings of this study advocate for integrating EI-focused programs into educational curricula to prepare students, not only as academic achievers, but also as adaptable collaborators, critical thinkers, and empathetic communicators, equipped to thrive in an unpredictable and interconnected world. 2025-01-01T00:00:00Z