Memoirs of Master
Permanent URI for this collectionhttps://dspace.univ-ghardaia.edu.dz.dz/handle/123456789/7022
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Item The Challenges Faced by EFL Teachers in Implementing the First-Year Middle School English Textbook in Algeria Middle School Teachers of English in Ghardaïa as a case study(2026) ATTACHI Khedidja, BOUABDELLI IkrameEnglish language education in Algeria underwent major reforms to meet the demands of globalization, with the Competency-Based Approach (CBA) at its core. Within this framework, the new first year middle textbook, my book of English, serves as a vital pedagogical tool to achieve the national educational goals. However, the successful implementation of this tool in real classroom remains associated with several pedagogical and educational challenges, and research on the specific difficulties teachers face with this new textbook is currently limited. The main objectives of this study are to identify the primary obstacles encountered by EFL teachers in Ghardaïa while using the textbook, explore the strategies they use to overcome these barriers, and evaluate the extent to which the textbook aligns with local pedagogical needs. This research adopts a descriptive mixed-method approach; to collect both quantitative and qualitative data, semi-structured questionnaires were distributed to a purposive sample of 30 middle school teachers. The findings revealed several implementation challenges, particularly learners’ low proficiency levels, overcrowded classrooms, limited instructional time, and the lack of teaching resources. Key results also indicate a misalignment between the textbook and official didactic guide, that force teachers to adapt activities, simplify content, and rely on supplementary materials to bridge the gap between theory and practice. These findings suggest that for effective implementation, the future textbooks’ design must better reflect the Algerian classroom and cultural realities, alongside the professional training and pedagogical support that authorities should provide to empower teachers as they navigate the changes of the educational reforms.Item Investigating EFL Learners' Attitudes Towards using Cooperative Learning to Enhance Their Speaking Skills A case study of English Students at the University of Ghardaia(جامعة غرداية, 2026) Fatma AKLOUCHE Yazid MOSBAHIn many traditional EFL classrooms that are notorious for the dominance of the teacher which have significantly hindered the development of learners' oral proficiency. Students often remain passive recipients of knowledge in these settings. And despite cooperative Learning's effectiveness in addressing this issue by promoting interaction, limited research has specifically examined learners attitudes toward using it to improve their oral proficiency. Consequently, this research attempts to investigate English as foreign language ( EFL) Learners’ attitudes towards using cooperative learning (CL) to enhance their speaking skills. Speaking is a challenging skill that requires interaction, confidence, and fluency. CL provides learners with opportunities to actively engage in authentic communication.the study adopted a descriptive research design to explore this phenomenon. The study was conducted at the University of Ghardaia with EFL students across all levels in the Department of English, employing a mixed-methods research approach. A questionnaire was administered to students, and interviews were conducted with teachers. The findings revealed that most students held positive attitudes toward cooperative learning as a tool for improving their speaking skills, the study also highlighted the need to integrate CL into classroom practices to allow learners to speak freely, overcome shyness and move beyond a tendency to simply listen. Therefore, teachers are encouraged to embrace cooperative learning strategies to create a more interactive learning environment.Item Investigating EFL Learners’ attitudes towards using Artificial Intelligence to enhance their writing skills(جامعة غرداية, 2025) Souhaib, Chenini; Mounir, SebrouThis 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.Item 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(جامعة غرداية, 2025) Farah, BAHAZThis 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.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 Pedagogical Role of EFL Teachers in Managing Attention-DeficitHyperactivity Disorder in the Classroom Case of Algerian Middle School Teachers(جامعة غرداية, 2025) Hassina, BANAHEDThis study focuses on the attitudes, behaviors, and difficulties faced by middle school EFL teachers in Algeria as they manage students with Attention-DeficitHyperactivity Disorder (ADHD). Based on quantitative data gathered using a structured questionnaire, the study finds that although a sizable majority of teachers acknowledge that it is their duty to modify their lessons for students with ADHD, many of them express a lack of institutional support and formal training. The results show that using visual aids, simplified instructions, and flexible classroom settings are all highly supported as successful teaching methods. Teachers do, however, face a number of difficulties, such as packed classrooms, emotional exhaustion, and restricted access to resources for professional development. Inclusive efforts are further complicated by societal factors like curriculum pressures and stigma. Notwithstanding these challenges, the study confirms educators' faith in the ability of students with ADHD to thrive with the right help. In the Algerian context, the study urges immediate policy attention to inclusive education awareness, institutional cooperation, and teacher preparation.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 Investigating the Impact of Reading Short Stories on EFL Learners Reading Proficiency: The Case of SecondYear Students of the English Languageatthe University of Ghardaïa(جامعة غرداية, 2025) Zohra, BENSEDDIKThis research explores the effectiveness of using short stories to enhance reading proficiency among second-year EFL students at the University of Ghardaïa. Recognizing the pedagogical value of literary texts in foreign language instruction, the study investigates the extent to which learners engage with English short stories both inside and outside the classroom, how they perceive the impact of these stories on their vocabulary, comprehension, and grammar, and their overall attitudes toward using literature in reading classes. A quantitative approach was employed, using a structured questionnaire distributed to EFL students to gather data on their reading habits, perceptions, and preferences. The findings reveal that the majority of students regularly engage with short stories and view them as beneficial tools for improving various language skills, particularly vocabulary acquisition and reading comprehension. Furthermore, students expressed positive attitudes toward incorporating short stories into reading classes, highlighting their motivational value and contribution to more meaningful learning experiences. The study concludes that short stories represent a valuable and engaging resource for supporting language development in university-level EFL contexts.Item Investigating the Effect of Reading English Short Stories In Developing EFL Students’ Vocabulary. The Case of First Year LMD Students at the University of Ghardaia(جامعة غرداية, 2025) Youcef, HADJHAMEDThecurrent studyaimsto investigatetheeffect ofreadingshortstories indevelopingEFLfirst year LMD students’ vocabularyacquisition at the University ofGhardaïa. The purpose ofthis dissertation is to achieve a shared understanding and awareness of the importance and impact of reading short stories in education, particularly in learning English as a foreign language. Therefore, wehypothesize that reading Englishshort stories is a usefulstrategyfor improving students’ capacity to grasp new vocabulary. To confirm this hypothesis, we select to use a descriptive study derived from the results obtained from a teachers’ and students’ questionnaire. The tools used to achieve these objectives are questionnaires administered to English Language teachers and first year LMD students at the University of Ghardaïa. This study comprises three main chapters. The first two chapters is the theoretical part, including overview of the literature. The first chapter examines vocabulary and second language acquisition, while the second focuses on reading and short stories. The third chapter involves the presentation and discussion of data obtained from questionnaires administered to both students and teachers.Item English Speaking Skills Development A Study of Instructional Inconsistencies Across Public and Private Schools: The case of 4th students at Fassail El Amel and Mouloud Kacem middle schools, Berriane”Ghardaia”(جامعة غرداية, 2025) Naima, BENABDELLAHThis study investigates the inconsistencies in teaching the English speaking skill in private and public schools. It aims to identify key differences in teaching methods, teacher qualification classroom environments and student outcomes. Using a comparative qualitative and quantitative approach, data were collected through teachers’ semi-structured interviews in both school types. The findings revealed that private schools tend to adopt more communicative and student-centred approaches supported by better resources and smaller class sizes, while public schools often relie on traditional methods due to limited infra structure and large class populations. The study concluded that factors such as founding teacher training and curriculum flexibility significantly influence the effectiveness of speaking instruction. Recommendations were made to bridge the gap and enhance speaking skills teaching across both sectors. This study investigates the inconsistencies in teaching the English speaking skill in private and public schools. It aims to identify key differences in teaching methods, teacher qualification classroom environments and student outcomes. Using a comparative qualitative and quantitative approach, data were collected through teachers’ semi-structured interviews in both school types. The findings revealed that private schools tend to adopt more communicative and student-centred approaches supported by better resources and smaller class sizes, while public schools often relie on traditional methods due to limited infra structure and large class populations. The study concluded that factors such as founding teacher training and curriculum flexibility significantly influence the effectiveness of speaking instruction. Recommendations were made to bridge the gap and enhance speaking skills teaching across both sectors.