DSpace University Ghardaia
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- Faculté des Sciences Economiques, Commerciales et des Sciences de Gestion
- Faculté de Droit et des Sciences Politiques
- Faculté des Lettres et des Langues
- Faculté des Sciences de la Nature et de la Vie et des Sciences de la Terre
- Faculté des sciences et technologies
Recent Submissions
القيم التربوية وأبعادها الاجتماعية في شعر أبي نصر فتح بن نوح الملوشائي *القصيدة الحائية حثّ الطلبة على العلم أنموذجا*
(جامعة غرداية, 2026) مصطفى حمودة
تتناول هذه الدِّراسة موضوع "القيم التربوية وأبعادها الاجتماعية في شعر أبي نصر فتح بن نوح الملوشائي القصيدة الحائية تحريض الطلبة على العلم أنموذجا"، وهي من أشهر قصائد الشعر التعليمي في المغرب الإسلامي في القرن السابع الهجري ثلاثة عشر ميلادي، التي تدعو إلى طلب العلم والحثّ عليه، وقد تم اعتماد المنهج الوصفي التّحليلي باعتباره الأنسب لطبيعة البحث وتطبيق إجراءاته لتحليل معاني القصيدة وكشف أبعادها الفنّية والجمالية، حيث تهدف الدّراسة إلى التّعرف على جهود الشاعر في خدمة العلم والأدب، وإبراز القيّم التربوية والأبعاد الاجتماعية المتمثلة في القصيدة، والوقوف على أهمية وخصائص الشّعر التعليمي، كما أظهرت نتائج الدّراسة إلى أنَّ:
القصيدة الحائية تعتبر من المنظومات العلميّة التي تتميز بسهولة الحفظ وبساطة المعاني لتصل إلى ذهن كل متعلم بكل يُسر، كما يغلب عليها الوظيفة النّفعية على الوظيفة الجمالية وهذا من خصائص الشعر التعليمي، لذا نجد أنَّها تحمل بعدًا تربويًا واجتماعيًا إصلاحيًا واضحًا.
This study discusses the topic of '' Educational Values and Their Social Dimensions in the Poetry of Abu Nasr Fath ibn Nuh al-Malushai :The Haiyyah Poem Knoweledge’as a Model '' . It is considered one of the most famous educational poems that promote the pursuit of knowledge and urge people to seek learning in the Islamic Maghreb during the 7th century AH/13th centry CE.
The study adopts the descriptive-analytical method as the most suitable approach for the nature of the research, applying its procedures to analyze the meanings of the poem and reveal its artistic, aesthetic.
The study aims to identify the poet’s efforts in serving knowledge and literature, highlighting the educational values and social dimensions employed in the poem, and examining the importance and characteristics of educational poetry.
The results of the study showed that the Haiyyah poem is considered one of the scientific poetic compsitions distinguished by ease of meanings, enabling every learner to understand it easily. It is also dominated by a utilitarian function rather than an aesthetic one, which is one of the main characteristics of educational poetry. Therefore, the poem clearly carries educational, social, and reformist dimensions
EFL Students’ Perceptions of Balancing Teacher-Centered and Learner-Centered Approaches: A Case Study of M1 Students at the University of Ghardaia
(جامعة غرداية, 2026) Latla Nesrine, Ben Saha Roumaissa
This study aims to analyze the balance between teacher-centered and learner-centered teaching approaches in English departments, focusing on the perspectives of students at the University of Ghardaïa regarding the impact of this balance on their understanding and classroom participation. The study employed a descriptive quantitative methodology to collect accurate and reliable data, distributing a questionnaire consisting of eleven questions to 35 Master’s students in the English Department. The results indicated that students recognize the importance of integrating both approaches; they prefer teacher guidance for understanding complex concepts while favoring student-centered activities to enhance their autonomy and increase interaction. The findings also revealed obstacles affecting interaction and participation, such as the fast pace of lectures or the fear of making mistakes. Based on these results, the study recommends the necessity of achieving an effective pedagogical balance that combines theoretical lectures with interactive activities to improve the quality of education.
Investigating teacher’s perception toward the use of Picture-Based Activities in Boosting Reading Comprehension Skills among Primary School Pupils: The Case of Fifth-Year Pupils
(جامعة غرداية, 2026) Koutar Taleb Ahmed, Imane Lanag
This dissertation examines the effect of picture‑based activities on reading comprehension among fifth‑year primary school pupils. It addresses the gap between pupils’ ability to decode words and their difficulty in understanding texts, and explores whether systematic use of pictures can support meaning making. The study draws on cognitive perspectives, which emphasize processes such as inference, vocabulary, monitoring, and sociological perspectives, which stress the impact of pupils’ social and cultural backgrounds on literacy practices. A mixed‑methods approach was using a teacher questionnaire about reading lessons that integrated pictures before, during, and after reading sessions. The data focused on how often teachers use pictures, how they perceive their role in supporting vocabulary, prediction, main‑idea identification, and answering comprehension questions, in addition to how these activities are implemented in practice. The findings show that picture‑based activities engage learners, scaffold understanding, and enhance pupils’ responses to comprehension questions, leading to improved reading comprehension. The study recommends greater emphasis on visual supports in reading curricula and teacher education.
This dissertation examines the effect of picture‑based activities on reading comprehension among fifth‑year primary school pupils. It addresses the gap between pupils’ ability to decode words and their difficulty in understanding texts, and explores whether systematic use of pictures can support meaning making. The study draws on cognitive perspectives, which emphasize processes such as inference, vocabulary, monitoring, and sociological perspectives, which stress the impact of pupils’ social and cultural backgrounds on literacy practices. A mixed‑methods approach was using a teacher questionnaire about reading lessons that integrated pictures before, during, and after reading sessions. The data focused on how often teachers use pictures, how they perceive their role in supporting vocabulary, prediction, main‑idea identification, and answering comprehension questions, in addition to how these activities are implemented in practice. The findings show that picture‑based activities engage learners, scaffold understanding, and enhance pupils’ responses to comprehension questions, leading to improved reading comprehension. The study recommends greater emphasis on visual supports in reading curricula and teacher education.
The Impact of Reading Circles on Students’ Reading Comprehension in Algerian Secondary School EFL Classes
(جامعة غرداية, 2026) BENKINA Fouad, ZERMANE Lamia
This thesis explores the effect of reading circles on students’ reading comprehension in the context of Algerian EFL classes. This study is based on social constructivist and reader response theory, which stress the importance of collaborative learning and active involvement in texts. This study analyses the learner is able to use structured group discussion and peer interaction to the development of understanding. Furthermore, the research includes age factor and English proficiency level as control variables which might have impact on the students' performance.
The study employs a quantitative descriptive design and uses questionnaires and a classroom-based analysis to gather data from teachers and students. It is anticipated that the results will reveal that the participation in reading circles improves students’ engagement, motivation, participation and reading comprehension skills. This study draws attention to the potential value of collaborative brokering in developing English language learning and teaching in the context of the Algerian secondary school.
Investigating Learners' Attitudes to Speaking in AI-mediated Tutoring: the Case of 2nd Year Licence students at Ghardaia University
(جامعة غرداية, 2026) Khaled BOUZID, Souhila LEGHRIBI
Developing speaking skills is one of the greatest challenges faced by EFL students. (English as a Foreign Language) students is learning how to speak. Speaking skills are very important for language acquisition, but they are often not developed enough, which means that students cannot fully benefit from the language learning process. Because of this, teachers are always looking for new and better techniques to improve students’ speaking skills. One of the most significant developments in the 21-st century education is the use of AI in language teaching. However, learners’ attitudes toward using AI tools for speaking practice have not been widely explored yet. This study examines second-year English students’ attitudes toward speaking in AI-mediated tutoring at Ghardaia University. The proposed methodology adopts a quantitative approach using a student questionnaire and an experiment that was conducted through the Gemini AI application. Fifteen students participated in the experiment and the responses were analyzed based on the similarities of their attitudes and engagement. A sample of 100 students participated in the questionnaire. Quantitative data were analyzed using descriptive statistics and presented through pie charts. The findings indicate that students generally hold positive attitudes towards speaking in AI-mediated tutoring and perceive AI tools as as effective in reducing anxiety, enhancing confidence, and improving speaking skills.