English department
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Item Exploring Teachers' Instructional Techniques for Improving EFL Learners' Spelling Skill Exploring Teachers' Instructional Techniques for Improving EFL Learners' Spelling Skill A Case Study of Cheikh El Hadj Omar Ben El Hadj Massoud and Al-Hayat Institute for A Case Study of Cheikh El Hadj Omar Ben El Hadj Massoud and Al-Hayat Institute for Girls – Al-Furqan Branch Middle Schools(جامعة غرداية, 2026) Redouane BOUCHENE, Hamza BAHAMEDThis study investigates the methods of instruction utilized by English teachers to help their EFL learners develop their spelling skills in middle school in Algeria. The research aimed to find out about the difficulties in spelling among the learners, the methods teachers used, and how students perceived the effectiveness of these teaching methods. The research adopted a descriptive mixedmethods design and involved questionnaires and semi-structured interviews recorded using audio recorders. A purposive sample of four English teachers and 80 middle school learners, 42 females and 38 males, was selected from Cheikh El Hadj Omar Ben El Hadj Massoud Middle School and Al-Hayat Institute for Girls – Al-Furqan Branch. Data were analyzed using quantitative and qualitative approaches. Findings showed that learners struggled with soundletter relationships, silent letters, and morphological spelling. Teachers applied dictation, repetition, phonics, and corrective methods when teaching. The study recommends diversifying instructional strategies to include phonics-based and multisensory approaches, and improving teacher training in spelling instruction.Item Technology-Enhanced Language Learning in EFL Contexts: Evidence from AI-Based Instruction at the Licence Level at the University of Ghardaia(جامعة غرداية, 2026) MEZZI Radja, ABDENNBI SafaaThis study explores the role of AI-based instruction in improving EFL learning, with a focus on EFL students’ attitudes at the licence level at Ghardaïa University. With the integration of Artificial Intelligence (AI) tools into instruction, these tools have become essential for enhancing language learning and supporting the English as a Foreign Language (EFL) students both within and outside the educational environment. However, many EFL students still face challenges relating to active engagement, motivation, critical thinking, communicative competence, language proficiency, and independent self-directed learning. Opting for a case study and a descriptive design, this research is carried out via adopting a mixed-methods approach by means of a semi-structured questionnaire. These research instruments were distributed to EFL students at the licence level at the University of Ghardaïa to gather diverse perspectives. The findings reveal that EFL learners generally hold positive attitudes toward AI-based instruction. They reported that AI tools help promote learner autonomy, enhance language proficiency, increase motivation and active engagement, encourage self-learning, and provide immediate feedback. Nevertheless, certain challenges associated with the use of AI tools in language learning have been identified, such as heavy reliance on AI tools and reduced English learning skills. The study recommends integrating AI-based instruction practices into the teaching of English as a foreign language to create more effective, creative and interactive learning environments while preserving ethical values and human-led guidance. تهدف هذه الدراسة الى ابراز دور التعليم القائم على الذكاء الاصطناعي في تحسين تعلم اللغة الإنجليزية كلغة أجنبية، مع التركيز على مواقف طلاب اللغة الإنجليزية كلغة أجنبية في مرحلة الليسانس بجامعة غرداية. ومع دمج أدوات الذكاء الاصطناعي في عملية التدريس، أصبحت هذه الأدوات أساسية لتعزيز تعلم اللغة ودعم طلاب اللغة الإنجليزية كلغة أجنبية داخل البيئة التعليمية وخارجها. ومع ذلك، لا يزال العديد من طلاب اللغة الإنجليزية كلغة أجنبية يواجهون تحديات تتعلق بالمشاركة النشطة،واتقان اللغة، والكفاءة اللغوية، والتعلم الذاتي المستقل. اعتمدت الدراسة منهج دراسة الحالة، كما تبنّت مقاربة البحث المختلط، وذلك من خلال توزيع استبيانات على طلبة اللغة الانجليزية من مستوى الليسانس. اظهرت النتائج أن معظم متعلمي اللغة الإنجليزية كلغة أجنبية عبّروا عن مواقف إيجابية اتجاه التعليم القائم على الذكاء الاصطناعي، حيث أدركوا دورها الفعّال في توفير بيئة تعلم مرنة وتفاعلية، وتحسين الكفاءة اللغوية للطلبة في تعلم اللغة الانجليزية، وتعزيز دافعيتهم ومشاركتهم الفعالة،وتنمية استقلاليتهم. ومع ذلك، تم تسجيل بعض التحديات المترتبة عن استخدام ادوات الذكاء الاصطناعي، مثل الاعتماد المفرط على الذكاء الاصطناعي في انجاز الواجبات، وضعف التفكير النقدي والابداعي، والغش الأكاديمي. وبناء على هذه النتائج، توصي الدراسة بدمج ممارسات التدريس القائمة على الذكاء الاصطناعي في تدريس اللغة الإنجليزية كلغة أجنبية لخلق بيئات تعليمية أكثر فعالية وإبداعية وتفاعلية مع الحفاظ على القيم الأخلاقية والتوجيه البشري. الكلمات المفتاحية: التعليم القائم على الذكاء الاصطناعي، الذكاء الاصطناعي، طلاب اللغة الإنجليزية كلغة أجنبية، الكفاءة اللغوية، إتقان اللغة، التعلم الذاتي.Item Project-Based Learning as an Approach for Developing Learner Autonomy in EFL Classroom: the case Study of Licence Students at the University of Ghardaïa(جامعة غرداية, 2026) Karima Hamadouche, Aya BoumahresAbstract This study explores the role of Project-Based Learning (PBL) in promoting learner autonomy among English as a Foreign Language (EFL) Licence students at the University of Ghardaia. As traditional teacher-centered approaches often limit students’ independence and active participation, PBL has emerged as an effective learner-centered approach that encourages 4Cs skills (collaboration, critical thinking, communication and creativity). Adopting a descriptive design and a mixed-methods approach, the research was conducted through questionnaires administered to the English students and semi-structured interviews with them. The findings reveal that students generally hold positive attitudes toward project-based learning, recognizing its important role in enhancing autonomy, teamwork, communication skills, and classroom engagement. The results also indicate that PBL motivates learners to participate actively in the learning process and helps them develop responsibility for their own learning. However, some challenges such as time management and coordination among group members were identified. The study recommends integrating more project-based activities in EFL classrooms to foster learner autonomy and create a more interactive and student-centered learning environment.Item The Impact of Reading Circles on Students’ Reading Comprehension in Algerian Secondary School EFL Classes(جامعة غرداية, 2026) BENKINA Fouad, ZERMANE LamiaThis 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.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 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 The Role of Feedback in Learning: Analyzing how different types of feedback influence student Motivation and Performance -The case of 2nd Year Students at the University of Ghardaia-(جامعة غرداية, 2025) Messaoud, SAIDIThis study explored the role of feedback in learning by examining how teachers’ corrective feedback influencesEFLstudents’ motivation to enhance their written performance. Structured in three chapters, the first two presented a theoretical review of the literature related to feedback in education and the motivational dynamics of EFL learners. The third chapter was dedicated to the practical investigation, including data analysis and interpretation of results. A descriptive research method was adopted, with data collected through a questionnaire distributed to 40 of second-year master EFL students at Ghardaia University. The findings highlighted the pivotal role of feedback in the learning process. Most students expressed positive perceptions of their teachers’ feedback, recognizing it as a motivating factor that significantly supports their language acquisition. Corrective feedback serves as an essential instructional tool. It is not merelyevaluative, but also interactive and informative, whendelivered promptly, clearly, and with focus. Feedback was seen to effectively enhance students’ engagement, motivation, and performance. These results support the initial hypothesis of the study, confirming that constructive feedback positively contributes to learners’ motivation and academic progress. Consequently, educators across all levels and disciplines should be mindful of the critical role feedback plays in promoting effective learning.Item Investigating the Role of Socratic Seminar in developing Critical Thinking among EFL Learners: The Case of Intermediate Students of Englishat Harmony School in Ghardaia Province(جامعة غرداية, 2025) Nafissa, BELHADJ AISSAThe present study aims to investigate the role of the Socratic Seminar method in developing critical thinking among intermediate EFL learners. It seeks to determine the impact of this method on learners’ critical engagement and to explore students’ and teachers’ attitudes toward its effectiveness in enhancing both cognitive development and learning outcomes. This study also examines the extent to which the implementation of Socratic Seminars contributes to the development of reflective thinking, argumentation, and dialogic interaction in the EFL classroom. To this end, qualitative tools were used, including classroom observation and semi-structured interviews with the teacher and students. The results obtained from the classroom observation revealed significant improvements in students’ participation, critical engagement, and willingness to collaborate. Moreover, the interviews indicated that both EFL learners and their teacher held positive views about the Socratic Seminar method, appreciating its role in creating a student-centred, thought-provoking environment. Therefore, the findings confirmed that the Socratic Seminar positively influences learners’ critical thinking and enhances both teaching and learning practices.Item Investigating Students’ Attitudes Towards Using Artificial Intelligence in Learning English Students of English at the University of Ghardaia as a case study(جامعة غرداية, 2025) Amina, HADJADJThis research aims to investigate university students’ attitudes towards the use of Artificial Intelligence (AI) tools in English language learning. With the rise of new technologies in education, AI is becoming an important part of language learning by offering tools that help students improve their skills in reading, speaking, listening, and writing. This research employed a mixed-method approach to explore student’s perceptions, experiences and challenges in using AI for learning English. Quantitative and qualitative data were collected usingstructured questionnaires distributed to 90 students of English across various academic levels (L1, L2, L3, M1, M2) at the University of Ghardaia, and analyzed using descriptive statistics and thematic analysis. The results indicated that the majority of sudents’ have a positive view of AI tools and believe that they can support language development and improve their skills. The study’s valuable insights highlighted the need to incorporate technological materials, such as AI tools, into the curriculum. This would allow students to practice and improve not only their core language skills but also other important abilities such as critical thinking and problemsolving. Therefore, educators are encouraged to take advantage of these technologies and integrate them into the classroom as effective teaching materials, bringing the outside world into the learning environment. .