Browsing by Author "Mrs. Samira TAMERI"

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    Learners Engagement in Primary English Learning: A Comparative Study of Digital versus Traditional Resources case of 3 third year Benelbar Abderahmane Primary School Medjedel , Bousaada
    (UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) Mrs. Samira TAMERI
    This study investigates learners engagement patterns in English as a Foreign Language (EFL) classrooms when using digital versus traditional teaching resources. The research examines how different instructional materials influence learners participation, motivation, and classroom interaction in primary education settings. Conducted at Ben El Bar Abderrahmane Primary School, this investigation employed a mixed-methods approach to gather comprehensive data from both teachers and learners. The study collected data through questionnaires administered to thirty-five purposively selected third-year learners, semi-structured interviews with eight EFL teachers, and systematic classroom observations during regular lessons. Findings indicate that digital resources increase learners motivation and create more interactive learning environments, though they also present challenges including technical difficulties and the need for teacher adaptation. Traditional resources maintain their value in providing structured learning experiences and developing foundational skills. The research suggests that effective EFL instruction benefits from a balanced approach that combines both digital and traditional resources strategically. Teachers should receive adequate training in technology use while developing strategies to maximize learners engagement regardless of the resource type employed. Learners show varied responses to different materials, highlighting the importance of diverse instructional approaches. While the study acknowledges limitations in sample size and single school context, it provides practical insights for educators seeking to enhance learners engagement in EFL classrooms. Future research should explore these dynamics across different educational contexts and age groups