Département Anglais http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/13375 2026-06-29T01:40:00Z 2026-06-29T01:40:00Z Chelabi, Meriem Abdi, Hamza http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/19958 2026-06-21T07:28:41Z 2026-06-15T00:00:00Z

Titre: Investigating the Impact of Communicative Language Teaching Method on EFL learners' Speaking skill : A Case Study of fourth Year Middle School Students at SELLAMI Moussa Middle School Auteur(s): Chelabi, Meriem; Abdi, Hamza Résumé: In the Algerian educational context, although the Competency-Based Approach promotes Communicative Language Teaching (CLT), many middle school classrooms still rely on traditional methods that may hinder students’ speaking proficiency. Consequently, this study investigates the impact of CLT on the speaking skills of 4th-year middle school students at Sellami Moussa Middle School in Bouira. Adopting a mixed method, a quasi-experimental design, the research involved two intact classes: an Experimental Group taught using CLT principles and a Control Group taught using the traditional method . Quantitative data were collected through speaking pre-tests and post-tests, using an analytic rubric assessing five subskills: fluency, accuracy, vocabulary, pronunciation, and interaction. To complement this, qualitative data were gathered via a classroom observation checklist to verify the implementation of the treatment. The analysis revealed a clear advantage of the Experimental Group over the Control Group. The findings suggest that shifting from teacher-centered grammar instruction to learner-centered communicative tasks can enhance learners’ speaking performance. The study concludes that EFL teachers should actively integrate communicative activities to help middle school students overcome hesitation and develop practical speaking competence. Description: Communicative Language Teaching (CLT), Speaking Skills, English as Foreign Language , EFL in Algerian Middle School, Mixed Methods, Quasi-experimental Design.

2026-06-15T00:00:00Z Tamahdjoubt, Siham http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/19946 2026-06-17T09:56:32Z 2026-06-15T00:00:00Z

Titre: The Use of AI-generated Arguments in Promoting Students ‘Engagement, Confidence and Performance in Classroom Debates Teachers and Students’ Perceptions Auteur(s): Tamahdjoubt, Siham Résumé: The integration of Artificial Intelligence (AI) in education has increasingly influenced English as a Foreign Language (EFL) teaching and learning, especially in communicative and debate-based activities. This study investigates Algerian EFL students’ and teachers’ perceptions of AI-generated arguments in enhancing students’ engagement, confidence, motivation, and performance in classroom debates at the University of Bouira. It also explores perceived pedagogical benefits and limitations of AI integration in debate-based learning environments. A mixed-methods approach was adopted, combining quantitative and qualitative data collection and analysis. Data were gathered through questionnaires administered to EFL students and semi-structured interviews with EFL teachers at Bouira University. Quantitative data identified patterns of AI use, students’ perceptions, and the impact of AI-generated arguments on classroom debates, while qualitative data provided deeper insights into teachers’ observations and pedagogical concerns. Findings revealed that AI tools are widely used among EFL students, particularly for organizing ideas, generating arguments, improving vocabulary, and preparing for debates. Results showed that AI-generated arguments positively contribute to students’ engagement, confidence, motivation, and debate performance by reducing anxiety, facilitating idea generation, and improving argument organization and linguistic expression. However, the study also revealed concerns about excessive dependence on AI, reduced critical thinking, weakened creativity, and limited authenticity in students’ responses. The study concludes that AI-generated arguments can serve as effective cognitive and linguistic scaffolds in EFL classroom debates when integrated critically and pedagogically. Description: Artificial Intelligence, AI-generated arguments, EFL learning, classroom debates, student engagement, motivation, self-confidence, critical thinking.

2026-06-15T00:00:00Z SID ALI, Amina BOUDISSA, Melissa http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/19945 2026-06-17T09:56:23Z 2026-06-15T00:00:00Z

Titre: The Effect of Teachers’ Code-switching on Students’ Vocabulary Retention: A Case Study of First Year Students at Djouhri Ali Elkhouni and his Brothers Middle School, Bouira Auteur(s): SID ALI, Amina; BOUDISSA, Melissa Résumé: The present study investigates the effect of teachers’ code-switching on the vocabulary retention of first-year middle school learners. It is guided by the following research questions: What is the effect of teachers’ code-switching on students’ vocabulary retention? Is there a significant difference in vocabulary retention between students taught through code-switching and those taught through English-only instruction? What are teachers’ perceptions and reasons for using code-switching during vocabulary instruction? In line with these questions, the following hypotheses were formulated: Teachers’ code-switching has a significant effect on students’ vocabulary retention, and there is a significant difference in vocabulary retention between the experimental and control groups. A quasi-experimental design within a mixed-methods approach was adopted. The quantitative component involved a pre-test and a post-test administered to two intact EFL classes, each comprising 34 students. One class was assigned as the experimental group and received instruction with code-switching, while the other served as the control group and received English-only instruction. The qualitative component included classroom observations and semi-structured interviews with four English teachers to explore their perceptions and classroom practices. The results of the pre-test and post-test revealed statistically significant differences between the experimental and control groups, with higher performance observed in the experimental group. Findings from the interviews revealed that teachers perceive code-switching as a useful strategy that facilitates vocabulary explanation, reduces learner anxiety, and supports comprehension and retention. The study concludes with pedagogical recommendations for teachers and suggestions for further research. Description: Code-switching, Vocabulary retention, EFL learners, Classroom interaction, English language teaching (ELT)

2026-06-15T00:00:00Z LAMRI, Ahcene GACI, Soufiane http://dspace.univ-bouira.dz:8080/jspui/handle/123456789/19944 2026-06-17T09:56:17Z 2026-06-15T00:00:00Z

Titre: Challenges in Managing Large EFL Classes in Public Middle Schools in Bouira Teachers' Perspectives and Strategies. Auteur(s): LAMRI, Ahcene; GACI, Soufiane Résumé: This study investigates the challenges of managing large EFL classes in public middle schools in Bouira and explores the strategies adopted by teachers to cope with these challenges. It also examines the impact of large class size on the implementation of the Competency-Based Approach (CBA). A mixed-methods design was employed, combining quantitative data from a questionnaire administered to 50 EFL teachers and qualitative data from semi-structured interviews with three middle school inspectors. The results reveal that large classes, often exceeding 35 to 40 students, represent a structural constraint that significantly affects classroom management, student participation, and assessment practices. Teachers reported major difficulties in maintaining discipline, managing mixed-ability learners, providing individual feedback, and assessing speaking skills. These challenges limit opportunities for interaction and reduce the effectiveness of communicative language teaching. In response, teachers adopt various coping strategies, including peer teaching, task simplification, and structured classroom organization. However, the use of ICT remains limited. The findings also indicate that large class size negatively affects the implementation of CBA, as its principles such as interaction, collaboration, and continuous assessment are difficult to apply in overcrowded classrooms. The study highlights a gap between pedagogical theory and classroom reality and emphasizes the need for both pedagogical adaptation and structural improvements. Description: Large EFL classes, EFL teaching, classroom management, Competency-Based Approach, Bouira

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