Faculty of Literature and Languages

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Start date: 2025Subject: search.filters.subject.Classroom Management

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    Mandatory University Attendance and Pedagogical Outcomes: Evaluating the Correlation Between Students' Presence, Classroom Management, and Learning Quality. A Case of: Second-Year Master’s Students at University of Ghardaia
    (جامعة غرداية, 2026) TEFS Mohammed Lamine, OULAD BRAHIM Mouade
    Recently, mandatory university attendance became a debated measure in higher education that jeopardizes adult learner autonomy to the favour of administrative compliance, where students only need to attend physically and not cognitively, out of genuine interest to learn. The study at hand attempts to investigate the impact of the policy on EFL students’ lesson comprehension and teachers’ classroom management within the English Department at the University of Ghardaïa. Focusing on second-year Master’s students, the study adopted a descriptive, mixed-methods design, where it employed three data collection tools a student questionnaire, a teacher interview (for qualitative insight), and a participant observation (quantitative data via spearman and Pearson correlations). Findings revealed a significant negative correlation between high attendance rate and students active engagement (r=- .630, p=.028) and a positive one between the former and noise-level and off-task behaviour (r= .783) and (r= .769 ) respectively. The findings further showed a corroboration between quantitative and qualitative data, where responses from interviews and questionnaires revealed that relational tension and infantilizing adult off-task behaviour caused a change in the teacher’s role from facilitator to monitor of behaviour. Based on this finding, it is recommended that administrators and policymakers transition from a mandatory, rigid type of attendance measure to a more flexible one, that respects adult learner autonomy and foster intrinsic genuine interest among learners for a more organic presence and, thus, a more organic learning environment that supports cognitive engagement.
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    The Role of Classroom Management in Promoting EFL Learners’ Attainment Thecase of 2nd Year Pupils at Bounoura Middle Schools in Ghardaia
    (جامعة غرداية, 2025) Nabil, KERBOUA
    Classroom Management is widely recognized as a foundational component of effective teaching and learning, particularly in foreign language classrooms where learner engagement and motivation are crucial. This study investigates the role of classroom management in promoting English as a Foreign Language (EFL) learners’ attainment, focusing on second-year pupils at Bounoura Middle Schools in Ghardaia, Algeria. It explores the relationship between classroom management practices and learners’ academic performance, identifies the most effective strategies used by EFL teachers, and examines how learners’ perceptions of classroom management relate to their motivation, engagement, and achievement. The study aims to determine whether well-managed classrooms lead to improved educational attainment. To investigate this relationship, two questionnaires were employed as research tools: the first distributed to 10 middle school teachers, revealing strong links between classroom management and an orderly environment, discipline, and motivation; and the second distributed to 100 second-year pupils. The findings highlight the importance of equipping EFL teachers with practical classroom management skills tailored to the Algerian educational context and offer valuable recommendations for educators and school administrators seeking to enhance learner outcomes. Ultimately, the study contributes to the ongoing efforts to raise the quality of English language education in Algerian middle schools.