Faculty of Literature and Languages

Permanent URI for this communityhttps://dspace.univ-ghardaia.edu.dz.dz/handle/123456789/82

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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.