Thème :
New Perspectives on Learning Arabic for Foreign Students: A Case Study of the Intensive Language Teaching Center of Annaba, Algeria
Présentation :
Arabic has become an increasingly important language on the global stage. It is spoken by hundreds of millions of people and plays a central role in cultural, religious, political, and economic exchanges. As a result, the demand for learning Arabic as a foreign language has grown significantly. Despite this growing interest, teaching Arabic to non-native speakers remains a complex and demanding task. These challenges stem from Arabic's linguistic structure, the coexistence of several language varieties, and the cultural distance often felt by foreign learners. This study aims to explore new pedagogical perspectives that integrate linguistic instruction with sociolinguistic and intercultural awareness, focusing on Arabic proverbs as an effective teaching tool.
Thème :
Harnessing Memes to Foster EFL Students’ Literary Engagement and Analysis
Présentation :
The English departments in Algeria offer academic programs for students pursuing a degree in EFL. These programs include modules such as literature, which involves reading novels, poetry, and other literary texts to enhance students’ foundational literary knowledge and analytical skills essential to literary studies. However, foreign learners in Algeria face numerous challenges when studying this subject. A significant challenge is students' difficulty in understanding and engaging with literary texts, stemming from their limited grasp of the language and a lack of skills in literary analysis. This study explores the impact of using memes as an alternative short discourse tool to boost student engagement and comprehension of literary works. First, it is suggested that incorporating memes into literature studies can increase student satisfaction compared with traditional methods. Secondly, memes may assist students in comprehending and analyzing literary texts in EFL literature classes. Thirdly, they might serve as a valuable resource for enhancing literature study. A student questionnaire was chosen as the primary method for data collection and analysis to test the validity of the study’s hypotheses. This questionnaire was distributed online to 112 third-year undergraduate students from the Department of English at Badji Mokhtar - Annaba University. The results indicate that memes significantly enhance students’ engagement and motivation in EFL literature. Lastly, suggestions are provided for promoting the use of memes in literature courses within Algerian English departments, such as integrating memes to aid understanding and spark class discussions, thereby increasing motivation.
Thème :
Exploring EFL Teachers’ Online Assessment Practices and Challenges
Présentation :
In the 21st century, education is increasingly incorporating blended learning, resulting in the rise of online learning to meet the demands of a changing landscape. Numerous studies indicate that effective online teaching and assessment necessitate distinct strategies and techniques compared to traditional approaches (Almeida & Monteiro, 2021; Totaro et al., 2005; Baleni, 2015). Online assessment has emerged as a vital element of successful blended learning, providing students with opportunities to showcase their developing skills and receive support in their remote learning endeavours. The objective is to promote an understanding of online assessment principles while addressing the challenges associated with this approach. This paper offers a concise theoretical framework on online assessment practices, specifically investigating the methods employed by EFL teachers. It addresses the following questions: 1) What are EFL teachers' attitudes towards online assessment and its effectiveness? 2) What assessment methods do EFL teachers utilise in virtual classrooms? 3) What obstacles do EFL teachers encounter with online assessment? To meet our research aims and answer these questions, the study employs a descriptive method that gathers and analyses qualitative data through focus group discussions. A semi-structured interview was conducted with six teachers from the Department of Letters and the English Language at Badji Mokhtar-Annaba University to examine their perceptions and challenges in assessing student learning in an online context. The findings reveal that, although EFL teachers generally hold a positive attitude toward online teaching and assessment, their online assessment practices do not fully align with the asynchronous mode, posing challenges for evaluating students in virtual settings. The paper's concluding section proposes practical online assessment strategies that EFL teachers can adopt to enhance virtual evaluation for EFL learners while making the process more manageable for educators.
Thème :
The Impact of Language Learning Theories on AI Training Methodologies
Présentation :
Exploring human language acquisition and processing has long been a focus across multiple disciplines, highlighting the human brain's central role in linguistic ability. Despite advances in artificial intelligence (AI) and natural language processing (NLP), AI models still struggle to emulate human-like language understanding and to acquire linguistic concepts rapidly. This study aims to bridge the gap among linguistic theories, psycholinguistic studies, and the development of AI language models. By addressing this gap, the research investigates the influence of linguistic and psycholinguistic theories on AI training methodologies. To explore this, the study employs a mixed-methods approach, combining qualitative semi-structured interviews with quantitative questionnaires administered to AI professionals and language experts. The data reveal that AI professionals recognise the relevance of linguistic theories in enhancing the capabilities of AI language models. However, detailed theories from linguistics and psycholinguistics are often underutilised in current AI training practices. Key findings indicate that incorporating insights from linguistics and psycholinguistics significantly improves AI models' ability to generate and comprehend human language. This research underscores the need for deeper integration of these theories into AI development. The study concludes with recommendations for future research and practical implications, advocating a more interdisciplinary approach to advancing AI language models by leveraging insights from linguistic and psycholinguistic studies. These findings aim to demonstrate the richness of linguistics and its influence on AI language training methodologies.
Thème :
Basic Aspects of Quality Research Publication in English
Présentation :
Broadly speaking, researchers across fields, including language teaching and learning, have identified three approaches to combining quantitative and qualitative methods. Mixing the two approaches in the eclectic category does not appear to be grounded in the distinctive underlying principles of MMR, conceptually or methodologically. As a result, researchers appear to have concluded that adding another component (qualitative or quantitative) to their study could strengthen it without compromising systematic integration. The addition of either a qualitative or quantitative component was not grounded in any sound conceptualization of the object of the study, in which quantitative and qualitative components were combined to best address the research purpose. Given the complexity involved, conceptualizing the object of a research study from an MMR perspective will remain challenging for language teaching and learning researchers. MMR purposes, such as triangulation and expansion, remain controversial and require substantive clarification if they are to serve this new paradigm. Engaging researchers in reflective conversations about MMR purposes and what can be usefully and creatively integrated into research project design and execution will contribute to the development and maturity of MMR.
Thème :
Between Success and Failure in the Doctoral Hybrid Complementary English Module: The Case of Badji Mokhtar University- Annaba
Présentation :
English is increasingly being used as the primary language in Algerian universities as part of the Ministry of Higher Education and Scientific Research's strategic agenda. Algerian universities have begun offering English language instruction through a hybrid, complementary English module in response to the country's growing Englishization trend (2022–2023). The doctoral hybrid, complementary English module appears to have led to increased internationalization, expanded resource availability, and academic growth, with English as the primary language. Nonetheless, to assess the module’s advantages and shortcomings, an evaluation is required. The purpose of this presentation is to report on Badji Mokhtar University –Annaba students' opinions and first experiences with the English hybrid module. It aims to respond to the following questions: (1) Did doctoral candidates benefit from the additional English module? (2) What difficulties did doctoral candidates meet using the hybrid module? Overall, based on these questions, the presenter seeks to examine the challenges faced by doctoral students in the English complementary module and the qualitative advantages it yielded. The findings are interpreted, and implications for the doctorate hybrid complementary English module are discussed.
Thème :
Teaching English in the Primary School: Current Challenges and Future Reforms
Présentation :
EFL teaching has always been a troublesome process worldwide. Due to recent political and social changes in Algeria, the status of English has shifted from a foreign language to a second-language requirement. Primary schools are fertile ground for language learning, yet the teaching and learning of target language(s) must be adequately implemented. This paper aims to examine various aspects of EFL implementation in Algerian primary education for the first time. Therefore, the research sample was randomly selected from English teachers at EFL primary schools in Annaba province. This connection hypothesizes that primary school English teachers and pupils face difficulties due to a lack of appropriate teacher training and materials. It also hypothesizes that teachers' adopted methods and approaches affect learning. A descriptive research method, namely a questionnaire, was used to collect data. The questionnaire was conducted with 35 English teachers in primary schools. Findings revealed that the methods and approaches teachers use in the classroom impede learning. Results also indicated that insufficient time was allocated to the English session and that inadequate teacher training was the primary impediment to English instruction in primary schools. Based on the research findings, this study ends with recommendations and suggestions for future reforms that call for a qualitative education to benefit teachers and pupils.
Thème :
Using Online Platforms to Strengthen EFL Classroom Instruction
Présentation :
In the era of technology, online platforms are becoming more and more prevalent in fulfilling English as a foreign language (EFL) learners’ language needs. Current studies investigating the benefits of online platforms on EFL students’ language skills reported that these platforms foster students’ language skills as well as concentration and promote learning autonomy (Al-Bogami, 2022). Contemporary research is calling for the need to intertwine online platforms and regular classes (Haleem et al., 2022). This is mainly because online platforms foster autonomous learning by giving students freedom of choice regarding input and the learning mode and style that teachers in the classroom context control (Muhammad, 2020). This study is based on the following questions: 1) How can online platforms benefit students and teachers? 2) How can online platforms be used in parallel with regular classrooms? In a broad sense, this study aims to account for foreign language theories and online learning. In a narrow sense, and to answer the research questions, we aim to conduct a systematic qualitative review on using online platforms to fortify EFL classroom instruction. Findings indicate that online platforms can provide EFL students with comprehensible input, which, if well implemented, will add to the quality of EFL instruction. Hence, in its concluding part, the paper offers recommendations for EFL instructors on using online platforms to back up EFL classroom instruction.
Thème :
The Role of Social Media Educational Channels in Promoting EFL Independent
Learning
Présentation :
Technology touches the learners’ lives in a considerate way. Students are driven to develop autonomous learning as they live in a digital era where, due to technology, language learning is no longer restricted to the four walls of the classroom. Social media platforms such as Facebook, YouTube, Instagram, and TikTok significantly affect language learning. A recent study stated that students who regularly use various English media could acquire the language better than those who rely only on the study programs inside the classrooms (Trang, 2022). Therefore, the present paper seeks to provide a theoretical contribution by reviewing the literature on autonomy in language learning and focusing on technology as a potent agent in fostering independent learning. This paper also aims to provide a practical contribution by recording EFL students’ take on different educational channels and exploring their effectiveness in enhancing students’ autonomous learning of English. Therefore, employing a quantitative data-gathering tool, we aim to conduct a questionnaire with two groups of first-year students at the English department at Badji Mokhtar University- Annaba. Results reveal that most EFL students learn English autonomously and rely on English educational channels to develop their level. Findings also reflect that YouTube is widely used among EFL students and considered an educational tool. Furthermore, students report that YouTube English educational channels give simple explanations compared to the teachers’ clarifications in class, facilitating learning anytime and anywhere. This paper concludes by providing recommendations for EFL teachers and students to foster autonomous EFL learning.
Thème :
Investigating EFL Teachers’ Perspective on the Challenges of Distance Language Education
Présentation :
Distance education is a mode of teaching and learning where teachers, students and peers meet in virtual classrooms through different online platforms such as Moodle, e-learning, Sanako, Google Meet, and Zoom. In fact, before the coronavirus outbreak in 2019, distance education was rarely referred to in higher education in Algeria. However, interest in online education reached its peak during the pandemic era. Therefore, fostering remote education is the priority of the Algerian ministry of higher education agenda. A recent study stated that online education is challenging (Erarslan, 2021). Poor internet quality, lack of online educational tools, and lack of information and technology tools literacy are among the challenges teachers and students face in online education. This paper aims to investigate the issues that teachers face in remote education. Hence, it aims to provide a theoretical contribution by reviewing the definition and means of online education and its benefits. The present paper also seeks to provide a practical contribution by reflecting on Algerian university teachers’ experience with distance education. Therefore, employing a qualitative research method, a semi-structured interview was conducted with nine teachers at the department of the English language and letters at Badji Mokhtar University- Annaba. Results reveal that English as a foreign language (EFL) teachers report poor internet quality, lack of motivation on the part of students, and lack of knowledge about online teaching and assessment, among the issues that hinder effective distance education. In this respect, in its concluding part, this paper provides some recommendations for overcoming distance education challenges.
Thème :
Investigating EAP Courses in the Field of Humanities and Social Sciences
Présentation :
Teaching English for academic purposes (EAP), often considered a sub-discipline within English for specific purposes (ESP), knew a growing interest worldwide. EAP courses provide students with the appropriate skills and competencies (Zaščerinska, 2010). Therefore, EAP focuses on facilitating students’ language, study, and research skills (Hamp-Lyons, 2001). In the field of humanities and social sciences, English is receiving increasing interest in Algerian universities. This is mainly because EAP is influential in improving students’ language skills and preparing them for future academic and professional tasks. This study seeks to provide a theoretical contribution by dealing with teaching language skills in EAP and its status in Algeria. The present study also aims to provide a practical contribution by investigating EAP courses in the humanities and social sciences field at Badji Mokhtar university-Annaba. To achieve this aim, and using a descriptive mixed research method, we aim to describe the content of EAP courses in three different departments: psychology, philosophy, and history at Badji Mokhtar university- Annaba. Furthermore, employing a questionnaire, we seek to record second-year students’ take on EAP courses in the respective departments. Results indicate that the EAP syllabi and course objectives are not tailored to meet students’ needs and offer neither stimulating nor authentic language activities. In addition, students describe their English courses as academically irrelevant and insufficient. Therefore, in its concluding part, this paper will provide recommendations for EAP material designers and practitioners.
Thème :
Information Technology Tools’ Impact on Students’ Speaking Skills
Présentation :
The sudden coronavirus outbreak in 2019 greatly influenced all aspects of life worldwide. Education took its share of this impact as teaching/learning experiences showed a sharp shift from face-to-face to online education. During the pandemic, information technologies were the only means of distance education. Being no exception, the Algerian universities were obliged to refer to remote education; different online platforms were used in lecturing and learning, including Sanako, Moodle, Zoom, Google Meet, and even social media platforms such as Facebook, Messenger, Telegram, and YouTube. A recent study found that online teaching/ learning the English language during the first year of the pandemic was challenging (Erarslan, 2021; Alsaleem, 2022). Nevertheless, new research reported that technological tools and platforms during covid-19 positively affected English as a foreign language (EFL) students’ speaking skills (Chiablaem, 2021; Pinatih et al., 2021; Nguyen & Pham, 2022). In a broad sense, the present paper aims to spotlight the challenges and benefits of employing information technologies in EFL online classrooms. In a narrow sense, this paper investigates the impact of information technology on EFL students’ speaking skills during the pandemic era. To this end, using a questionnaire, we aim to reflect on EFL students’ take on and experience with information technology during COVID-19 and its impact on their speaking skills. Results indicate that although using information technology during the pandemic era was challenging for EFL students, it positively affected their speaking skills. Therefore, from an educational perspective, the COVID-19 period opened teachers’/learners’ eyes to different educational, technological tools.
Thème :
Mind Mapping as a Reading Comprehension Technique
Présentation :
Promoting English as a foreign language (EFL) students' reading ability has always been one of the main concerns of EFL teachers, who aim to help their students master the needed skills to use what they read. Nuttall (2005) defines reading as a process with one ultimate goal: getting meaning. Nevertheless, students still find reading or comprehending a foreign language (FL) text a serious challenge. Most EFL students may be regarded as poor readers; they cannot understand texts, embrace the main ideas, or remember and organize what they have read. This leads teachers to look for and implement new ways and strategies to promote reading skills. To this end, mind mapping, which includes different visual frameworks like charts, figures, or diagrams (Buzan, 2007), can promote students' reading comprehension (Hillar, 2012; San Rizqiya, 2013; Malekzadeh & Bayat, 2015). In a broad sense, the present paper aims to deal with the benefits of adopting the mind mapping technique in teaching/learning reading comprehension. In a broad sense, this paper seeks to provide an overview of the mind-mapping technique as a reading comprehension tool. Therefore, using a systematic qualitative review, we aim to compare the findings of previous studies to determine the effectiveness of mind mapping as a reading comprehension technique. Results indicate that mind mapping is a wroth adopting technique.
Thème :
Mind-mapping Technique Impact on EFL Students’ Reading Comprehension: Experimental Study of First Year Students at the English Department Badji Mokhtar University –Annaba-
Présentation :
This research aims to study the impact of the mind-mapping technique on students‟ reading comprehension. To achieve this aim, an action research based on an experimental method was conducted with two first-year groups of students of English as a Foreign Language at the University Badji Mokhtar - Annaba. The research is based on three hypotheses. The first hypothesis is that the Text Study module teachers use mind-mapping to teach reading comprehension. Second, English students use different techniques based on linear note-taking to understand written English. The third hypothesis is that the integration of mind-mapping leaves a positive perception among English language students and promotes reading comprehension. To test the validity of these hypotheses, the research combined qualitative and quantitative approaches to data collection and analysis. Qualitative data were collected using questionnaires targeting Text Study teachers to examine their perceptions regarding mind-mapping, and quantitative data were gathered through pre- and post-questionnaires, pre and post-tests administered to students to assess their written comprehension, and an experiment that was implemented with an experimental group to be compared with a control group. The results revealed that, although English students have favorably adopted mind-mapping, which has proven to affect their perception of reading English texts and their level of written comprehension, Text Study teachers refrain from mind-mapping and use linear practice to teach written comprehension. This research presents in its concluding part a guide to help teachers of this subject to implement the technique of mind-mapping in teaching written comprehension to students of English as a foreign language.