Département Anglais http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/13375 2026-04-06T14:23:51Z 2026-04-06T14:23:51Z Djadi, Chahrazad Badis, Manel http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/18324 2025-07-03T08:57:02Z 2025-06-01T00:00:00Z

Titre: Exploring EFL Teachers and Students Beliefs and Perceptions on Using Reading to Enhance Productive Skills: A Case Study of EFL Students and Teachers at Bouira University Auteur(s): Djadi, Chahrazad; Badis, Manel Résumé: This study investigates the beliefs and perceptions of both EFL teachers and students at Bouira University regarding the role of reading in enhancing productive language skills—specifically speaking and writing. While traditionally viewed as a receptive skill, reading is increasingly recognized as a foundational input that supports the development of productive abilities. The main objective of the study is to explore EFL students and teachers’ perceptions towards reading as a tool to enhance productive skills. Additionally, it seeks to identify the reading practices and strategies most commonly used in EFL classrooms. A mixed-methods approach was employed. First a quantitative method for data collection was opted through the use of an online questionnaire to EFL students, then, a qualitative method for data collection was adopted through semi-structured interviews with 3 university EFL teachers at Bouira university. The findings reveal a common perception that reading significantly contributes to improving learners’ writing style, vocabulary range, grammatical accuracy, and oral fluency. Teachers noted the positive impact of reading on learners’ critical thinking and content knowledge, which enhances their speaking and writing tasks. However, challenges such as lack of motivation, low comprehension skills, and limited classroom time for integrated reading activities were also reported. The study concludes by emphasizing the need for more integrative pedagogical strategies that align reading with productive skill development to promote full language learning in Algerian EFL context Description: Reading, Productive skills, EFL Learners, Language development, TeachersStudents’ perceptions

2025-06-01T00:00:00Z Yahiaoui, Lynda Chami, Ouafaa http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/18266 2025-06-29T09:42:31Z 2025-06-01T00:00:00Z

Titre: Artificial Intelligence Application for Learners’ Language Fluency Enhancement Case Study of AKLI MOHAND OULHADJ University of Bouira. Third Year License Students in the Department of English Auteur(s): Yahiaoui, Lynda; Chami, Ouafaa Résumé: This thesis is an attempt to investigate the use of AI tools to facilitate the development of learners’ speaking fluency skills. This study aims to explore different objectives including students’ attitudes regarding AI use in improving speaking skill. It delves into the challenges and difficulties faced by learners in their improvement process, in addition to the role of AI apps as a new trend in enhancing learners speaking fluency. To achieve this, a mixed methods approach was employed in this exploratory research to combine both qualitative and quantitative data for a holistic understanding of the topic. For data collection method, it involved purposively distributing a questionnaire to the first group students of third-year license in the department of English along with a focus group semi-structured interview that involved 8 randomly chosen students from the same group. A pre and post test was established to measure and compare learner’s fluency before and after an AI tool usage period of time. Data were analyzed using three statistical techniques which are descriptive, comparative and inferential. According to the obtained results, AI apps showed their effectiveness indicating that they can slightly enhance learners’ speaking fluency by providing personalized learning experience that matches individuals’ needs, and immediate feedback in addition to continuous practice to develop communicative competence. Description: artificial intelligence (AI), Language learning, speaking fluency, AI powered tools, oral proficiency.

2025-06-01T00:00:00Z Toumi, Manel Djemaoune, Wissam http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/18265 2025-06-29T09:42:24Z 2025-06-01T00:00:00Z

Titre: Challenges of Teaching English as a Foreign Language to Third Year Pupils of the Algerien Primary Schools Auteur(s): Toumi, Manel; Djemaoune, Wissam Résumé: This thesis explores the challenges linked to teaching English as a foreign language (EFL) to third-year primary school pupils in Algeria, a setting characterized by linguistic diversity and recent educational reform. The investigation adopts a qualitative approach that integrates both theoretical and empirical dimensions to offer a holistic understanding of the pedagogical and institutional obstacles facing early English language instruction. The theoretical section reviews key concepts in language learning , the benefits and principles of early foreign language learning, and international best practices. It also examines the specific Algerian educational context, particularly the implications of introducing English in a system where Arabic and French are already predominant. The empirical aspect of the research is based on s questionnaire with primary school EFL teachers, whose responses reveal notable challenges such as insufficient teacher training, lack of suitable teaching resources, inadequate class time, large class sizes, and limited institutional support. These findings highlight a substantial gap between the aims of national education policy and the realities encountered in the classroom. The study concludes that while the early introduction of English aligns with international trends and national aspirations, its successful implementation requires targeted reforms in teacher preparation, curriculum design, and resource allocation. This research contributes valuable insights for educators, policymakers, and researchers seeking to enhance the effectiveness of English language education in Algerian primary schools. Description: English as a Foreign Language (EFL),Third-Year Primary Education ,Teaching Challenges ,Pedagogical Strategies ,Qualitative Research .

2025-06-01T00:00:00Z OTMANI, Siham TAOUDIAT, Mohamed http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/18264 2025-06-29T09:42:19Z 2025-06-01T00:00:00Z

Titre: Exploring Motivational Techniques Implemented by EFL Teachers within the Competency Based Approach The Case of Algerian Middle Schools in Bouira Auteur(s): OTMANI, Siham; TAOUDIAT, Mohamed Résumé: This research explores the motivational techniques employed by English as a Foreign Language (EFL) teachers within the Competency-Based Approach (CBA) in Algerian middle schools in Bouira province. In a mixed-methods research design through questionnaires, teacher interviews, and classroom observations, the study investigates teachers' perceptions and comprehension of motivation, range of techniques employed, and obstacles to successful implementation. Findings reveal a strong recognition on the part of teachers of the importance of student motivation and the use of a variety of engagement techniques particularly communicative and interactive and positive reinforcement. However, significant challenges including large class sizes and limited resources impede consistent implementation. The study reports a generally positive attitude among teachers to fostering motivation that is mediated by the pragmatic demands of their teaching context. Lastly, the research highlights the need for targeted countinuous professional development and systemic support to enhance teachers' capacity to motivate students effectively and include avenues for future research to directly measure student outcomes and account for learner voice and perspectives. Description: EFL, Motivation, CBA, Algerian middle schools, Teaching techniques

2025-06-01T00:00:00Z