Faculty of Literature and Languages

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Subject: search.filters.subject.EFL Learners

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Now showing 1 - 4 of 4
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    The Effect of Remedial Classes on EFL Students’ Academic Achievement: A case study at Nebras Academy
    (جامعة غرداية, 2026) Manar Chara, Lina Kebier
    This research seeks to investigate the effect of remedial classes on EFL students’ academic achievement at Nebras Academy in Ghardaïa. It aims to explore learners’ perceptions and teachers’ experiences regarding remedial instruction and its role in supporting English language learning.This study adopts a mixed-method descriptive approach to explore the effectiveness of remedial classes on EFL students’ academic achievement. The study was conducted at Nebras Academy in Ghardaïa. A case study design was used to gain in-depth insights into learners’ and teachers’ experiences with remedial instruction. Quantitative data were collected through a questionnaire administered to 50 middle school students, while qualitative data were gathered through semi-structured interviews conducted with three EFL teachers. The findings aim to provide a better understanding of the role of remedial classes in supporting learners’ academic performance and addressing learning difficulties.
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    Using Diffit AI for Text Adaptation to Enhance Writing Skills The Case of Third-Year English Students at The University of Ghardaïa
    (جامعة غرداية, 2026) Nessrine Ferouli
    This study investigates the effectiveness of using Diffit AI for text adaptation to enhance the writing skills of Third-Year Licence students at the University of Ghardaïa. Writing remains a persistent challenge for English as a Foreign Language (EFL) learners, who frequently struggle with vocabulary acquisition, syntactic structures, and rhetorical organization. To address these individual learner needs, this research explores the integration of Artificial Intelligence (AI) as a personalized scaffolding tool. A mixed-methods research design was adopted to collect and analyze both quantitative and qualitative data. The quantitative component utilized pre-tests and post-tests to measure immediate improvements in the participants' writing performance, specifically focusing on grammar, vocabulary, and paragraph organization. The qualitative component employed questionnaires and short interviews to explore students' attitudes, experiences, and perceptions regarding the interactive use of Diffit AI. The research operates under the hypotheses that AI-driven text adaptation positively influences students' linguistic accuracy and that learners maintain positive attitudes toward the tool due to increased engagement and reduced text frustration. While the study is bounded by specific limitations, including a relatively small sample size, a short intervention duration, and potential technical or internet constraints, the findings provide valuable pedagogical insights for educators at the University of Ghardaïa and similar institutions on integrating generative AI tools to support differentiated instruction and writing development.
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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.
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    The Impact of YouTube Videos on Improving EFL Learners Vocabulary: Sampling First Year LMD Students at University of Ghardaia
    (جامعة غرداية, 2023) Mohammed Mounir, MELLAKH; Abdessalam, MOULAYOMAR
    This study aims to investigate the potential effect of using YouTube videos as a medium in the teaching and learning process to enhance Algerian EFL students' vocabulary and promote their performance. The sample for this study consists of first-year LMD students at the University ofGhardaia University, faculty of letters and languages at the Department of English, during the academic year 2022-2023. The primary goal of this study is to determine whether or not employing technology resources, such as YouTube videos, can assist Algerian English foreign learners in improving their vocabulary in terms of both motivation and engagement during English language classes. Through data analysis, students and teacher's questionnaire analysis, the findings indicate that incorporating YouTube videos into EFL classrooms can have a significant positive effect on enhancing EFL learners' vocabulary development. Moreover, it is suggested that the integration of YouTube videos in classrooms and their usefulness in increasing the students' motivation and facilitating the teachers' instructions for a better outcome.