English department
Permanent URI for this communityhttps://dspace.univ-ghardaia.edu.dz.dz/handle/123456789/7020
Browse
5 results
Search Results
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.(جامعة غرداية, 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. ملخص البحث شهد تعليم اللغة الانجليزية في الجزائر عدة إصلاحات تربوية تهدف إلى تحسين الكفاءة التواصلية لدى المتعلمين، حيث يشكل النهج القائم على المقاربة بالكفاءات (CBA)جوهر هذه الإصلاحات. وفي هذا السياق، تم ادراج الكتاب المدرسي الجديد My Book of English للسنة الأولى متوسط، باعتباره أداة بيداغوجية لتحقيق الأهداف التعليمية الوطنية. غير أن تطبيق هدا الكتاب داخل الأقسام يواجه عدة تحديات بيداغوجية وتعليمية. تهدف هده الدراسة إلى تحديد أبرز التحديات التي يواجهها أساتذة اللغة الانجليزية كلغة أجنبية بولاية غرداية أثناء تطبيق الكتاب المدرسي الجديد، واستكشاف الاستراتيجيات التي يستخدمونها للتغلب على هذه التحديات، وتقييم مدى توافق الكتاب المدرسي مع الاحتياجات التربوية المحلية. تعتمد هذه الدراسة على المنهج الوصفي ذي الطابع الكمي والنوعي، باستخدام استبيان وُزّع على 30 أستاذًا للسنة الأولى متوسط. أظهرت النتائج أن الأساتذة يواجهون عدة تحديات في تنفيد الكتاب، من بينها ضعف مستوى التلاميذ، ضيق الوقت، إكتظاظ الفصول الدراسية، ونقص الوسائل التعليمية. كما تشير النتائج الرئيسية إلى عدم توافق بين الكتاب المدرسي والدليل البيداغوجي، مما يجبر الأساتذة على تكييف الأنشطة التعليمية، تبسيط المحتوى، واستخدام وسائل تكميلية من أجل تسهيل تطبيق الكتاب وتحقيق أهداف الدرس. وخلصت الدراسة إلى أن فعالية تطبيق الكتاب المدرسي ترتبط بضرورة تصميم كتب مدرسية تراعي واقع الفصول الدراسية والسياق الثقافي الجزائري، إلى جانب توفير تكوين مهني ودعم بيداغوجي يساعد الأساتذة على التكيف مع متطلبات الإصلاحات التعليمية. المقاربة بالكفاءات (CBA)، أساتذة اللغة الإنجليزية كلغة أجنبية، تطبيق الكتاب المدرسي، التحديات البيداغوجية، استراتيجيات التدريس، التعليم المتوسط، My Book of English،الإصلاحات التربوية الكلمات المفتاحية: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 The Need for Specialized ICT Training for TEFL Teachers: A Case Study of High School Teachers in Ghardaia.(جامعة غرداية, 2025) Ben kabouya, Saliha; Kherneg, RebhaThe development of technology has enormously influenced education. Today, there are numerous technological devices and information resources which have facilitated the process of teaching- learning. However, some teachers can’t adopt and update their teaching methods according to these new developments. Therefore, this study attempts to investigate the need of high school TEFL teachers for specialized ICT training. The purpose of this study is to assess the current ICT level among high school TEFL teachers, identify the challenges that most teachers encounter when integrating this tool in their language teaching classes and explore their training needs for technological skills. To achieve this work ,a case study was conducted at some high schools in Ghardaia and a research instrument is used to collect data .A questionnaire was addressed to 40 high school TEFL Teachers in Ghardaia. Moreover, the data collected were analysed quantitatively. The findings of the study revealed the level of ICT competency among teachers, the major barriers to ICT integration in classrooms and their need for an effective ICT training tailored to their local needs. Ultimately, teachers emphasized the importance of using educational technologies to enhance their teaching and meet the needs of learners.Item Investigating Teachers' Strategies in Incorporating Culturally Familiar Tasks to Enhance EFL Learners' Inferential Listening Skills: The Case of Middle School EFL Teachers and Learners at Berraian – Ghardaia Province(جامعة غرداية, 2025) Chiraze, BOUASRIAIn the English as a Foreign Language(EFL) classroom, teachers play an important role in selecting and adapting instructional strategies that make learning more reachable and meaningful for learners. The purpose of this study is to investigate the strategies implemented by middle school EFL teachers atOulad Taher Ahmed Ben Babia, Abou El Yakadan, MetalagMetalag inBaraiane,Ghardaia province to integrate culturally familiar tasks that enhancelearners’ inferential listening skills in their classrooms. The research emphasizes the importance of learners' cultural background in facilitating comprehension and promoting critical thinking while listening when promoted by teachers through segments of the local culture. To achieve this, a qualitative and an exploratory approach was adopted, employing thirteen classroom non-participant observation sessions, semi-structured interviews with five teachers, and focus groups with eighteen students to obtain rich data.The findings expose that teachers use a variety of strategies such as including listening texts within familiar cultural settings and activating prior knowledge through pre-listening activities. These activitieshave a great impact in improving learners’ ability to interpret implied meaning and draw clear feedback and logical conclusions.However, the study highlights several challenges ranging from limited culturally relevant materials to diverse learners' backgrounds. The study, then, concludes with necessary recommendationsfor the teachers to get sufficient training to incorporate these strategies carefully. It also demonstrates the significance of integrating culturally familiar tasks and its pivotal role in promoting learners' inferential listening skills.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.