Faculty of Literature and Languages

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Start date: 2023Subject: search.filters.subject.English as a Foreign Language

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    Enhancing EFL Students’ Academic Writing Through AI-powered Language Tools (Grammarly and ChatGPT); A Case Study of University EFL Learners and secondary school students of Ghardaïa.
    (جامعة غرداية, 2026) LAAZIZ Adnane, KHATTARA Toufik Slimane
    The increasing reliance on artificial intelligence (AI) and its applications among learners of English as a foreign language (EFL) raises many questions about its effectiveness in this field. Therefore, this study, which combines various ambiguity assessment methods used by English language professionals, aims to highlight the impact of two AI-powered language applications, and examine wither Chat GPT and Grammarly, contribute to improving student Academic Writing skills and to explore the benefits and challenges associated with their use Furthermore, the study seeks to explore EFL learners' questions and opinions about using AI tools to support academic writing, identify the benefits and limitations they encounter when using them, and clarify the potential consequences of overuse. We aim to achieve scientifically significant results, suggesting that these intelligent applications promote self-directed learning and encourage independent practice, thus contributing to improved academic writing skills among EFL learners. This includes addressing potential challenges such as over-reliance on these applications, the need for their effective and efficient use, and the documentation of results—all of which require sound pedagogical guidance. أصبح العالم قريةً عالميةً بفضل التطورات التكنولوجية المتسارعة التي سهّلت التواصل والتعلم. وقد أدّى ذلك إلى اعتمادٍ كبيرٍ من قِبَل طلاب اللغة الإنجليزية على أدوات الذكاء الاصطناعي وتطبيقات تعلّم اللغات، مما يثير تساؤلاتٍ حول فعاليتها في هذا المجال. هدفت هذه الدراسة، التي أُجريت مع مجموعةٍ من طلاب الليسانس والماجستير في جامعة غرداية وطلاب المرحلة الأخيرة من الثانوية المتخصصين في اللغة الإنجليزية، إثراء للموضوع إلى تسليط الضوء على أثر تطبيقين لغويين مدعومين بالذكاء الاصطناعي، وهما ChatGPT وGrammarly، في تحسين الكتابة الأكاديمية وتضمنت الدراسة أيضًا تحليلًا لخصائص هذين التطبيقين والنتائج المتوقعة من خلال إدماجهما في التعليم. علاوةً على ذلك، تهدف هذه الدراسة إلى استكشاف تساؤلات وآراء طلاب اللغة الإنجليزية حول استخدام أدوات الذكاء الاصطناعي لدعم الكتابة الأكاديمية، وتحديد الفوائد والقيود التي يواجهونها عند استخدامها، وبيان العواقب المحتملة للإفراط في استخدامها. نهدف أيضًا إلى تحقيق نتائج ذات دلالة علمية تُثبت أن هذه التطبيقات الذكية تُعزز التعلم الذاتي وتُحفز الممارسة المستقلة، وتُسهم في تحسين مهارات الكتابة الأكاديمية لدى متعلمي اللغة الإنجليزية كلغة أجنبية. إضافةً إلى ذلك، نتناول التحديات المحتملة، مثل الاعتماد المفرط عليها، والحاجة إلى استخدامها بفعالية وكفاءة مع توثيق النتائج، الأمر الذي يتطلب توجيهًا تربويًا سليمًا. الكلمات المفتاحية: الذكاء الاصطناعي، تطبيقات تعلم اللغات، اللغة الإنجليزية كلغة أجنبية، تدريس اللغة الإنجليزية.
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    Literature as a Medium for Developing Critical Thinking in EFL Classroom: the case of First-Year Licence Students at Ghardaia University and the Continuing Education University of El Meniaa
    (جامعة غرداية, 2026) Djouda Nour, Djafer Fatima Zohra
    This research aims to explore the role of literature instruction in enhancing and developing critical thinking skills among students in the Department of English as a Foreign Language (EFL). The study highlights a fundamental relationship between literature and critical thinking, emphasizing that literature serves as an effective tool for fostering analytical and inferential abilities. It is based on observations that many students struggle with analytical skills due to reliance on memorization rather than deep comprehension of texts. A mixed- method approach was employed, including an online questionnaire distributed to students and semi-structured interviews conducted with instructors. The findings reveal that integrating literature into teaching significantly contributes to the development of critical thinking skills by promoting analysis ,interpretation,evaluation, and inference. The study concludes that literature is a powerful instrument for fostering critical thinking and recommends incorporating literature-based teaching strategies into English language curricula to enhance higher-order thinking skills among students Literature, Critical Thinking, English as a Foreign Language, Literary Texts, Analytical Skills, Teaching Strategies.
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    Developing EFL Learners' Speaking Skills Through Communicative Language Teaching. The Case of Intermediate-level Adult Learners at CEIL (Intensive Language Training Center) of Ghardaia University
    (جامعة غرداية, 2023) Faycal, Selkh; Mohammed, Bouharich
    The ability to speak spontaneously using the target language is one of the main objectives adult language learners seek to obtain when enrolling in a language training program. However, speaking is widely recognized as the most challenging skill among the four language skills to acquire, especially when implementing traditional language teaching methods endorsed by many language training programs that prioritize vocabulary and grammar instruction. In light of this context, this research sets out to examine the effectiveness of employing the Communicative Language Teaching (CLT) approach to develop language speaking skills among intermediate-level adult English as a Foreign Language (EFL) learners at the Intensive Language Training Center (CEIL) of Ghardaia University. To test this hypothesis, a quantitative investigation was conducted adopting a one-group quasi-experimental pre-test post-test design. The experiment group consisted of 15 adult learners from diverse academic and professional backgrounds at the B1 English level. The participants were assessed on their language proficiency using the speaking section of the Preliminary English Test (PET) both before and after the four-week intervention based on CLT principles. After a comprehensive analysis and interpretation of the pre-test and post-test results, the findings indicate that the implementation of CLT is an effective method for developing language speaking skills among adult intermediate-level EFL learners, thus suggesting potential positive implications for the integration of CLT in EFL classrooms.