Browsing by Author "Melak OUMHANI"

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    Investigating The Challenges Encountered by Primary School EFL Teachers and Learners: The Case of Fourth Year, M'sila Primary Schools
    (UNIVERSITY OF MOHAMED BOUDIAF –M’SILA, 2024-06) Melak OUMHANI; Khaoula ESSEID
    Within the dynamic landscape of primary education, fostering effective English as a Foreign Language (EFL) acquisition for young learners presents a multifaceted challenge. This research investigates the challenges and opportunities faced by fourth-grade EFL pupils and their instructors within the primary schools of M'sila, Algeria, with the goal of enhancing English language instruction. To address the research questions and objectives, the researchers employed a mixed-method descriptive approach, incorporating classroom observation and questionnaires to collect data. The study encompassed 70 fourth-grade EFL pupils and 20 English teachers, selected through simple random sampling. The investigation's key findings indicate that fourth-grade EFL pupils typically hold a positive attitude towards English learning, despite encountering obstacles in developing speaking confidence. There's a clear inclination towards interactive multimedia activities, suggesting a trend towards more engaging teaching methods. Parental engagement emerges as a vital factor in supporting English learning outside the classroom. Collaborative learning environments are favored by most pupils, indicating a preference for interactive and group-based instructional approaches. However, teachers face limitations in classroom settings and resource availability that may impact the broad applicability of these findings. Despite these challenges, the research yields promising insights into the positive attitudes, difficulties, and readiness of both teachers and pupils towards EFL learning. The study underscores the necessity for innovative teaching strategies that incorporate interactive multimedia and collaborative learning to address the identified challenges. The findings of this study have implications for ongoing professional development of teachers in further supporting EFL learners