English department
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Item A Comparative Enquiry between Textbook and Al Applications for Teaching English to Primary School Pupils: The Case of 4th YearpupilsatAbdelhamidBenBadisPrimarySchoolinMetlili-Ghardaia(جامعة غرداية, 2026) Amine KOUIDRIThis study presents a comparison between utilizing textbooks and AI applications for Teaching EnglishasforLanguage(EFL)toAlgerianprimaryschoolpupils.Thestudyfocusesonthe hybrid method approach employing two particular applications: Perchance AI Text Generator to improve creativewritingandsentencedevelopment,andELSASpeaktoenhancepronunciationand speaking abilities. During a 3 week, intervention sessions, a mixed-methods strategy was usedwithgrade4puiplsfromBenBadisPrimarySchoolinMetlili.Aquestionnairewas administered to thirty EFL primary school teachers and classroom observations were conducted, utilizing a rubric-based assessment. The results showed that pupils' pronunciation accuracy, speaking confidence, writing creativity, motivation, and classroom engagement had all significantlyimproved.Despiteseveraltechnologicaldifficulties,teachersexpressed positive perceptionof the hybrid approach, stressing its potential to make courses more engaging and productive.The study concludes thatthequality ofEFLinstructioninAlgerian primaryschoolscanbeeffectivelyimprovedbyawell-balancedblendoftraditionaltextbooks with AI applications. It suggests using this hybrid method in conjunction with the required technology assistance and teacher training.Item An Analysis of ESP learners’ Needs : The case of first year Dentistry studentsat The University of Ghardaia(جامعة غرداية, 2025) Fairouz, HADJADJThis research aims to explore the specific English language needs of first year dentistry students at the University of Ghardaia, with a focus on identifying the language skills required in their academic and professional contexts. English plays a vital role in the field of dentistry, especially in accessing scientific resources, communicating in international settings, and keeping up with global advancements. The study investigates students’ perceptions of English, the challenges they face in learning the language, and their preferences regarding course content and teaching methods. A descriptive research design was adopted, using a quantitative approach based on a questionnaire administered to 21 dentistry students. The results reveal that most students consider English important for their future careers, particularly in tasks related to reading academic materials, communicating with international peers, and attending professional events. However, they face several obstacles, such as limited instructional time and the dominance of French in their coursework especially in the Algerian context. The findings underline the importance of designing a more tailored ESP curriculum that aligns with the real needs of students.Conducting a well-structured Needs Analysis helps teachers and course designers create English courses that are better suited to students’ actual needs. This makes it easier for learners to achieve their academic and professional goals, and to improve their English skills more effectively.Item Analysis of the Impact of Self-Confidence of EFL Students on Classroom Interaction and Participation: Case study: First year LMD Students at University of Ghardaia(جامعة غرداية, 2024) Bachira, AOUNAF; Nesrine, HAMZAThis study aims to shed light on the Impact of students self confidence on classroom interaction for 1st year LMD students at the University of Ghardaia, in which we aim to analyze and provide teachers and students with tools and methods that may enhance learners‟self confidence develop their personality through classroom activities and teachers strategies . Data were collected through three tools; observation , questionnaires and interviews for the purposeof collecting quantitative and qualitative data . The findings of this research can providesignificance pedagogical approaches to promote positive interaction offering insights for educators and researchers seeking to enhance holistic study.Item Analyzing the Effectiveness of English Language Textbooks for Primary School Students: A CaseStudy of Fifth-Year Learners in Algerian Primary Education(جامعة غرداية, 2025) Iness Boukar, BoukarThe aim of the current research is to assess an English textbook used by primary school fifth-year Algerian learners. Data is collected via a teacher survey, class observations, and content analysis. The outcomes indicate that, although the language use and subject selection are addressed by the textbook, its overall interactivity and the multiple cultural representations it allows for are compromised by the content of the material. The textbook also did not always represent official curricula. Recommendations are also provided by the study based on the criticism established for improving the quality of textbooks and a better alignment with the students and the educational goals.Item Analyzing the Role of Digital Technology in Language Learning: A Case Study of 3rd Year LMD EFL Students at Ghardaia University(جامعة غرداية, 2025) Ayoub, GrairiThe study entitled Analyzing the Role of Digital Technology in Language Learning: A Case Study of 3rd Year LMD EFL Students at Ghardaia University, investigates how digital tools are utilized in the process of learning English as a foreign language. The research addresses the growing reliance on technology among students and the corresponding need to understand its pedagogical impact. The main objectives are to identify the most commonly used digital tools, examine their frequency and purpose, explore perceived benefits and challenges, and assess their contribution to learners’ engagement, autonomy, and academic achievement. A quantitative, descriptive research design was adopted to ensure a systematic and measurable analysis of learners’ behavior and attitudes. Data were collected through a structured questionnaire administered to 29 third-year LMD EFL students at Ghardaia University. The responses were analyzed using the Statistical Package for the Social Sciences (SPSS), employing descriptive statistical methods such as frequencies, percentages, and mean scores. The findings reveal a widespread use of informal digital platforms, with YouTube (39.6%) and AI-powered tools like ChatGPT and Grammarly (32.7%) being the most preferred. These tools enhance students’ motivation, autonomy, and exposure to authentic language input, particularly benefiting listening and speaking skills. Nevertheless, the study also highlights key challenges, including unstable internet connectivity, personal barriers like self-discipline and distractions, and a lack of personalized pedagogical support. Furthermore, most digital tool usage remains informal and outside institutional frameworks, underlining the need for better curricular integration and institutional guidance.Item Anxiety of Speaking in the EFL Classroom: the Year Pupils at Hadj Messaoud th Case of 4 Mohamed Middle School in Guerrara-Ghardaia(جامعة غرداية, 2024) Abaz, Boubat; Ali, Ben AhmedThe present study investigates speaking anxiety in the English as a Foreign Language (EFL) context, particularly among middle school pupils, providing insights into its nature from the perspectives of both teachers and pupils. The study aims to highlight the challenges and factors behind this phenomenon. It also focuses on suggesting different methods and techniques to reduce learners’ anxiety and shyness when speaking in English. To achieve these objectives, the descriptive type of research was adopted where the researchers attended and observed (using an observation checklist) sessions of English module (focusing on speaking courses) with 4 th year pupils at Hadj Messaoud Mohamed Middle School in Guerrara-Ghardaia. The data were collected and analyzed using both quantitative and qualitative approaches: a questionnaire was administered to 93 pupils of the same level, in the same school. The interview was conducted across various middle schools in the city of Ghardaia. The study findings revealed that students generally exhibited a high level of speaking anxiety. The observation and interview results highlighted the main symptoms associated with speaking anxiety that teachers are familiar with. Based on the study's findings, practical suggestions and recommendations are proposed for EFL teachers and learners to effectively cope with speaking anxiety and enhance oral performance in the classroom.Item Anxiety of Speaking in the EFL Classroom: the Year Pupils at Hadj Messaoud th Case of 4 Mohamed Middle School in Guerrara-Ghardaia(جامعة غرداية, 2024) Boubat, Abaz; Ali, Ben AhmedThe present study investigates speaking anxiety in the English as a Foreign Language (EFL) context, particularly among middle school pupils, providing insights into its nature from the perspectives of both teachers and pupils. The study aims to highlight the challenges and factors behind this phenomenon. It also focuses on suggesting different methods and techniques to reduce learners’ anxiety and shyness when speaking in English. To achieve these objectives, the descriptive type of research was adopted where the researchers attended and observed (using an observation checklist) sessions of English module (focusing on speaking courses) with 4 th year pupils at Hadj Messaoud Mohamed Middle School in Guerrara-Ghardaia. The data were collected and analyzed using both quantitative and qualitative approaches: a questionnaire was administered to 93 pupils of the same level, in the same school. The interview was conducted across various middle schools in the city of Ghardaia. The study findings revealed that students generally exhibited a high level of speaking anxiety. The observation and interview results highlighted the main symptoms associated with speaking anxiety that teachers are familiar with. Based on the study's findings, practical suggestions and recommendations are proposed for EFL teachers and learners to effectively cope with speaking anxiety and enhance oral performance in the classroom.Item Assessing the Challenges of Teaching Business English and Email Writing: A case study of Business English Teachers at the Faculty of Economics, Commerce and Management at the University of Ghardaïa(جامعة غرداية, 2025) Anfel, OULED HADDAR; Douaa, FERDJALLAHThis study examines the challenges faced by university Business English teachers while teaching email writing. Given the importance of professional communication in today's international corporate climate, the study seeks to find effective instructional approaches and tools for improving students' ability to write concise, clear, and professional emails. Data was obtained using a mixed-methods approach, with questionnaires distributed to Business English professors at the Faculty of Economic Sciences at the University of Ghardaïa. The findings indicated crucial challenges, including limited class time, students' language competency issues, and a lack of confidence, which hinder effective instruction and learning of business emails. The study underlines the importance of incorporating digital tools, real-life scenarios, and interactive activities into the curriculum, calling for more dynamic, learner-centered approaches. The findings provided useful insights for educators seeking to improve business English teaching, with the ultimate goal of developing competent, confident future professionals who can effectively engage in international and intercultural communication. Keywords:Item AssessingtheImpact of Competency-BasedApproach on Integrating Literacy Skills Caseof: Fifth Year Primary School pupils atAbdelhamid Ibn Badis primary school-Ghardaïa.(جامعة غرداية, 2026) BELALMI, El-BatoulThis study investigates the cognitive and pedagogical integration of reading and writing skillswithin the primary education sector, specifically exploring how deep reading comprehensionfunctions as a primary catalyst for enhancing learners' written production. Structurally framedwithin the Competency-Based Approach (CBA), the research examines the transition fromfragmented skill teaching toward a holistic, integrated instructional model. The theoreticalframework draws upon Louise Rosenblatt’s transactional theory, Jay Samuels’ automaticitymodel, and Scardamalia’s knowledge-telling model to explain how receptive language skillsinform productive capabilities. Utilizing a descriptive-analytical methodology, the empiricalphase involved a meticulous textual analysis of primary school pupils' written productions.Contrary to common assumptions regarding high error density, the results revealed highlypositive outcomes, characterized by a significant decrease in linguistic, orthographic, andorganizational error rates. The findings demonstrate that deep text comprehension facilitatesthe transition of structural and grammatical rules into cognitive automaticity. By reducing thelower-level cognitive load, learners were able to efficiently redirect their mental capacity toward higher-order composition and structural quality. Ultimately, this thesis confirms thatintegrating literacy skills within a communicative framework significantly optimizes instructional efficiency and fosters baseline competencies. Consequently, these findingsunderscore the imperative need for pedagogical training and professional development,ensuring that primary school teachers possess a comprehensive understanding and deepawareness of the Competency-Based Approach to effectively implement these integratedliteracy practices in the classroom. ملخص: تتناول هذه الدراسة التكامل المعرفي والبيداغوجي بين مهارَ تي القراءة والكتابة في مرحلة التعليم االبتدائي، وتستقصي تحديدا ً كيف يعمل الفهم القرائي العميق كمحرك أساسي لتجويد اإلنتاج الكتابي ، يبحث هذا العمل في سبل )CBA( المتعلمين. وفي إطار بيداغوجي يستند إلى المقاربة بالكفاءات االنتقال من الطرق التقليدية القائمة على تجزيء المهارات نحو نموذج تعليمي تكاملي وشامل. يعتمد "لوجيز روزنبالت"اإلطار النظري للدراسة على نظرية االستجابة القرائية لـ جاي " ونموذج التلقائية لـ ،لتفسير كيفية تأثير مهارات االستقبال اللغوي على "سكارداماليا"، ونموذج سرد المعرفة لـ "سامويلز مهارات اإلنتاج. واتباعا ً للمنهج الوصفي التحليلي، شمل الجانب التطبيقي تحليال ً دقيقا ً لإلنتاج الكتابي لتالميذ المرحلة االبتدائية. وعلى عكس ا الفتراضات الشائعة حول كثافة األخطاء، أسفرت النتائج الميدانية عن معطيات إيجابية جدا ً تمثلت في تدن ٍ ملحوظ في معدالت األخطاء اللغوية، اإلمالئية، والتنظيمية. وأظهرت النتائج أن القراءة العميقة تساهم في نقل القواعد الهيكلية والنحوية إلى مرحلة التلقائية المعرفية في العقل، مما يقلل من العبء الذهني المستهلك في مراقبة األخطاء البسيطة، ويُتيح للمتعلمين توجيه طاقتهم الفكرية نحو جودة الصياغة وتنظيم األفكار. وتؤكد الدراسة في ختامها أن دمج مهارات اللغة .ضمن سياقات تواصلية يعزز بفعالية الكفاءات الختامية المستهدفة ى ذلك، تُبرز هذه النتائ جوبناء ً عل الحاجة الملحّة لتوفير تكوين بيداغوجي مستمر وتأهيل مهني لألساتذة، لضمان امتالكهم دراية شاملة وفهما ً عميقا ً بآليات المقاربة بالكفاءات، بما يمكّنهم من تطبيق هذه الممارسات القرائية والكتابية المدمجة داخل الصفوف بكفاءة واقتدارItem Challenges in Integrating Digital Media into EFL Classrooms: A Case Study of Third-Year LMD Students at the University of Ghardaia 2024/2025(جامعة غرداية, 2025) Abir, SelkhThis research aims to investigate the challenges of integrating the digital media into EFL classrooms. Digital media have become an essential part of modern education, offering innovative ways to enhance language teaching and learning. This study was conducted at the University of Ghardaia and adopted a descriptive research designto gain a comprehensive understanding of the challenges and opportunities associated with integrating digital media into EFL classrooms, using both quantitative and qualitative methods. Questionnaire was administered to 30 students, while semi structured-interviews were conducted with six teachers to gather in-depth insights. The findings revealed that despite the proven benefits of digital media in boosting student engagement, motivation, and academic performance especially through interactive tools, there are several challenges to their effective use. These include poor internet connectivity, lack of equipment, outdated infrastructure, and insufficient digital resources. Moreover, teachers reported a lack of training and institutional support, as well as time constraints that further challenge integration. The study also highlights the importance of providing professional training, digital tools, and institutional backing to promote a more consistent and effective use of technology in the EFL classroom.Item Challenges In Learning Technical English:ACaseStudyOf FirstYear StudentsOf Science And Technology AtThe University Of Ghardaia(جامعة غرداية, 2025) Imane, DJERDThis study attempts to identify the major challenges that university students face in learning technical English in an ESP context. Fifty first year students of science and technology at the University of Ghardaia participated in the study. Data were collected using a questionnaire and classroom observation, and a mixed approach of quantitative and qualitative methods was applied for data analysis. The results of the study demonstrated that students considered the most difficult skill to be speaking, followed by listening, writing and finally reading. They struggled academically with technical vocabulary, grammar, pronunciation and fluency. They also experienced cognitive, motivational and anxiety issues such as concentration, anxiety and motivation.Item Critical Discourse Analysis as an Approach for Enhancing Critical Awareness The study case of Third-Year Literature Class at English department at Ghardaia University(جامعة غرداية, 2023) Lydia, SOUAGUIThis study investigates the use of Critical Discourse Analysis (CDA) as an approach to enhance critical awareness among third-year students in literature class at the English Department of Ghardaia University. The research aims to determine the role of teaching CDA in fostering critical thinking beyond textual analysis. Employing a mixed method approach, the study combines qualitative procedures for data gathering and analysis. Forty third-year students participated in an online questionnaire, revealing that teaching CDA effectively enhances students’ critical awareness. The findings highlighted the significance of CDA in promoting critical thinking among students.Item Designing an Alpoweree system fon needs Analysis and personalized content generation in ESP course(جامعة غرداية, 2026) Ghania Hadj Kouider, Dalal Arbia BouhamidaEnglish for Specific Purposes (ESP) has become strategically important in Algeria due to recent changes adopting English as a language of instruction in schools. However, one of the main difficulties faced by researchers is the lack of intelligent and contextualized software applications that can connect the language needs of a specific field to relevant materials. The aim of this thesis is to design, develop, and test TALEB-ESP, an artificial intelligence system for ESP instruction. Specifically, it seeks to solve a common problem in ESP teaching among first-year university students: the inability of instructors to identify learners” ESP needs and develop appropriate materials. As a possible solution, TALEB-ESP, an AI-assisted platform for needs analysis and personalized ESP material development, is proposed and investigated. The study employed a quasi-experimental mixed-methods design, involving a purposive initial sample of 80 first-year English for Specific Purposes (ESP) students, 75 of whom met the inclusion criteria. These students were divided into an experimental group and a control group. They participated in a six-week classroom experiment. The experimental group used TALEB-ESP to identify ESP needs and generate customized learning content. To measure the impact, students” reading, technical vocabulary, and professional writing skills were tested before and after the experiment using pre-tests and post-tests. Teacher evaluation and learner assessment were also used. The results showed that participants who studied with the AI-enhanced platform improved their language proficiency much more than those in the control group (F(1, 72) = 68.47, p < .001). Moreover, the AI-based needs analysis was highly consistent with expert assessment, meaning that using AI in ESP learning provides accurate data about learners” needs. Additionally, both teachers and students expressed very positive attitudes towards the usefulness and adaptability of the AI-generated materials. The conclusion is that the hypothesis is confirmed: artificial intelligence technology can help create more adaptive, learner-oriented, and contextualized ESP learning activities at Algerian universities. The dissertation also offers insights into the consequences of using AI in ESP learning for educators, curriculum developers, and future innovations in Algerian higher education. Keywords: English for Specific Purposes (ESP), Artificial Intelligence in Education, Needs Analysis, Personalized Learning, AI-Assisted Content Generation, Language Learning Technologies, Algerian Higher Education.Item Developing Learners’ Reading Skills Through Practice in the EFL Classroom: the Case of 1st Year Licence Students at the University of Ghardaia(جامعة غرداية, 2024) Fatiha, BENATALLAH; Sabrina, ZAHOUANIDeveloping reading skills for EFL learners is a challenging task, and practice plays a vital role in enhancing these skills. This research focuses on the significance of practice in improving learners' reading abilities in the EFL classroom. Yet, students often encounter difficulties and obstacles that cause their reading failure.The study emphasizes the importance of teachers guiding students through consistent practice and the application of appropriate reading strategies. Therefore, this research raises the problem of to what extent reading practice strategies can enhance learners’ reading competence. It aims to provide effective strategies for successful reading instruction. The study depends on an experimental type of research through presenting a lesson to first year licence students at the University of Ghardaia. The quantitative approach is utilized by administering a questionnaire to 100 students.The findings indicate that via consistent engaging in regular reading practice, students can strengthen their comprehension, vocabulary, and overall language proficiency.Item Developing Learners’ Reading Skills Through Practice in the EFL Classroom: the Case of 1st Year Licence Students at the University of Ghardaia(جامعة غرداية, 2024) Fatiha, BENATALLAH; Sabrina, ZAHOUANIDeveloping reading skills for EFL learners is a challenging task, and practice plays a vital role in enhancing these skills. This research focuses on the significance of practice in improving learners' reading abilities in the EFL classroom. Yet, students often encounter difficulties and obstacles that cause their reading failure.The study emphasizes the importance of teachers guiding students through consistent practice and the application of appropriate reading strategies. Therefore, this research raises the problem of to what extent reading practice strategies can enhance learners’ reading competence. It aims to provide effective strategies for successful reading instruction. The study depends on an experimental type of research through presenting a lesson to first year licence students at the University of Ghardaia. The quantitative approach is utilized by administering a questionnaire to 100 students.The findings indicate that via consistent engaging in regular reading practice, students can strengthen their comprehension, vocabulary, and overall language proficiency.Item Developing Learners’ Reading Skills Through Practice in the EFL Classroom: the Case of 1st Year Licence Students at the University of Ghardaia(جامعة غرداية, 2024) Fatiha, BENATALLAH; Sabrina, ZAHOUANDeveloping reading skills for EFL learners is a challenging task, and practice plays a vital role in enhancing these skills. This research focuses on the significance of practice in improving learners' reading abilities in the EFL classroom. Yet, students often encounter difficulties and obstacles that cause their reading failure.The study emphasizes the importance of teachers guiding students through consistent practice and the application of appropriate reading strategies. Therefore, this research raises the problem of to what extent reading practice strategies can enhance learners‘ reading competence. It aims to provide effective strategies for successful reading instruction. The study depends on an experimental type of research through presenting a lesson to first year licence students at the University of Ghardaia. The quantitative approach is utilized by administering a questionnaire to 100 students.The findings indicate that via consistent engaging in regular reading practice, students can strengthen their comprehension, vocabulary, and overall language proficiency.Item Difficulties Facing Fourth Year Primary School Pupils in the English Language Reading The case of Fourth-year primary school pupils at Omar Al-Sassi in Guerrara(جامعة غرداية, 2024) Thouria, HEBAL; Fatiha, BOUMIDOUNAThis research seeks to study the difficulties facing Fourth-year primary school pupils in classroom reading. From here, some strategies will be presented to motivate the pupils and help them participate and develop the reading skill. This research can shed light on the problems that hinder pupils in reading a text or even a word or sentence, such as fear, among other problems. Hence, the case study in this research is Fourth-year pupils at Omar Al-Sassi Primary School in Al-Guerrara. Data and information are collected from two main sources: a questionnaire for pupils and an interview with the English language teacher for the fourth year of primary school. The data is analyzed based on quantitative and qualitative methods. After obtaining the results, we can suggest solutions, such as providing some strategies and techniques to motivate pupils and encourage them to read normally, away from all fears.Item EFL Student’s Attitudes towards the Literature Module: The caseof Third-Year Licence Students at the University of Ghardaia(جامعة غرداية, 2026) KhadidjaRiham BOUCHENGAThis study investigates EFL students’ attitudes toward the literature module at university level. It aims to explore the main factors that influence students’ perceptions of literature and examine the role of teaching methods, motivation, and classroom interaction in shaping these attitudes. The study adopts a quantitative research design and uses a questionnaire as the main data collection tool. The sample consists of 42 EFL students from the Department of English at Ghardaia University.The study concludes that students’ attitudes toward literature are influenced by several interconnected factors, including language proficiency, teaching methodology, classroom interaction, and motivation. Therefore, adopting learner-centered and technology-based teaching strategies may improve students’ engagement and learning experience in literature classes.Item EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAHThe present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.Item EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAHThe present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.