M. BOUAKAZ Amel

Research is a fundamental process for generating knowledge, solving problems, and making informed decisions. It can be categorized into various types based on methodology, purpose, and data collection techniques. The primary classifications include quantitative research, which focuses on numerical data and statistical analysis; qualitative research, which explores human experiences and social phenomena; and mixed methods research, which integrates both quantitative and qualitative approaches for a comprehensive understanding. Additionally, research can be classified as basic (pure) research, aimed at expanding theoretical knowledge, and applied research, which seeks practical solutions to real-world problems. Other specialized types include exploratory, descriptive, experimental, and correlational research. Understanding these types enables researchers to select the most appropriate approach for their studies, ensuring accuracy and reliability in their findings.

Research methodology is a systematic framework used to conduct scientific investigations and generate reliable knowledge. It encompasses the principles, strategies, and techniques that guide researchers in designing studies, collecting data, and analyzing results. This paper explores key components of research methodology, including qualitative and quantitative approaches, mixed methods, data collection techniques, sampling strategies, and ethical considerations. Understanding and applying appropriate methodologies enhance the validity and credibility of research findings. The selection of an appropriate research method is crucial for addressing specific research questions and contributing to academic and practical advancements.

English has become a mandatory subject in Algerian primary
schools starting from the third grade in the 2022-2023 academic year.
This highlights the significance of English in the Algerian educa-
tional system and society. The present study examines the advantag-
es and challenges of teaching English in Algerian primary schools,
including the needs, teaching strategies, and possible issues facing
teachers and policymakers. The research method used is quantita-
tive, and the study explores the attitudes of 30 teachers from six
public primary schools in Bourdj Bouraridj, Algeria, through a ques-
tionnaire analyzed using SPSS. The paper concludes by discussing
the findings and their implications for English education in Algerian
primary schools and other African countries.
Keywords: The English lan

CHATGPT FOR EVERYDAY COMMUNICATION

MANAGE MEETINGS AND EVENTS EXPERIENCES

CHATGPT FOR DEVELOPERS

Open Applied Linguistics Reading Club

The present study examines the effect of using Social Media to enhance EFL students’ speaking
performance in the Algerian context (the University of Mohamed Boudief-Msila). To this effect,
four instruments were used: Two questionnaires were administered to Algerian EFL teachers from
both universities (University of Mohamed Khaider in Biskra and University of Mohamed Boudief
in Msila) and second-year LMD students from the University of Mohamed Boudief in Msila,
initially. Then, an interview was conducted with a British Council teacher. The third step
consisted in selecting a sample of sixty second-year LMD students, and dividing them into two
matching groups (experimental and control). Both groups were subject to a series of observation
sessions: the first in March, the last in May that is after a treatment period of three months of
implementing Social Media platforms in the English classroom. The assigned experimental group
was taught speaking lessons through using Social Media platforms (YouTube, Skype, Facebook,
and Telegram) and covering a variety of topics and focused skills, such as speaking, vocabulary,
grammar, pronunciation, etc. They had to hold online conversations, enact role plays and
dialogues, and exchange ideas about different issues relating to their lessons using Social Media
(these platforms were selected by students in the questionnaire). The control group, on the other
hand, received their ordinary speaking lessons, with no special focus on any particular platform of
Social Media. They did not perform plays, nor did they act in films or make videos. Observation
of both experimental group and control group was conducted via a grid devised with reference to
reliable online sources. Data examination, tabulation and analysis were conducted via the
Statistical Package for the Social Science software (SPSS). The final step consisted in conducting
a course evaluation questionnaire targeting precisely the students who attended almost all the
treatment sessions (the experimental group) in order to describe the way Social Media helped
them in improving their speaking performance and to depict the satisfactions, hindrances, and
challenges resulting from its use. The findings from the teachers’ questionnaire indicated that the
difficulties that prevent students from speaking the English language refer to students’
psychological problems (such as shyness, anxiety, lack of motivation, lack of self confidence,
worrying about making mistakes…etc), in addition to students’ limited vocabulary, pronunciation
problems, lack of grammar rules, and ideas freezing. Findings from students’ questionnaire also
revealed that the overwhelming majority of the participants have problems in speaking the
English language. The results also show that teachers play a minor role in the learners’ process of
practicing the speaking skill as 51.66% of the participants were very unsatisfied with the speaking
activities used in the classroom and 61.66% of them were very unsatisfied with the opportunity
they had to speak inside the classroom. Therefore, the study findings indicated that Social Media
implementation had a positive impact on students’ oral performance, self-confidence, motivation
and many other aspects of their oral expression. Frequent exposure to Social Media and the use of
Social Media to learn English met students’ appreciation and markedly endowed them with the
impulse they needed to speak English in a much more fluent way. These findings are then
discussed within a social constructivist framework to the effect that learning through Social Media
involves learning and socio-cultural adaptation via Social Media use, with special focus on social
compliance, cooperation, and the development of positive, effective relationships. A number of
pedagogical recommendations are made, accordingly.
Key words: Social Media, Speaking Skill, Communicative Competence, Social Constructivism

With the latest technological developments in Social Media, intercultural communication has
become a necessity. The present study aims to investigate the pedagogical role of Social Media
in promoting students’ intercultural understanding. To this effect, a case study was conducted at
"Mohamed Boudiaf” University of M’sila (Algeria), particularly in the English department
where the Second Year American and British civilization M.A. students were selected as the
sample population. The data is derived from a questionnaire administered to students and
analyzed through SPSS. The practical outcome of this study has displayed that the frequent
usage of Social Media by M.A students constitutes a significant impact on them. It has also
reflected their readiness to integrate Social Media into the host culture through a convenient
pedagogy.
Keywords: Intercultural understanding, communicative competence, Social Media.

Activity based Teaching Learning-Effective Lesson planing with various Activities

Activity based Teaching Learning-Effective Lesson planing with various Activities

GUROTECH: Mastering the Use of Emerging Online Platforms in Remote Teaching

Using Early Childhood Care and Development (ECCD) Checklist for Preschoolers

Empower your Classrrom with Critical Thimkimg

School-Based Entry and Exit Assessment Tools for Each Learning Key Stage

Creating Diagnostic Assessment Tools for Listening capacity

Developing Assessment Tools for Decoding Skills of Young Learners

Practical Home-Based Activities to Diagnose student's Social and Emotional Skills

Take Off: The Teaching Profession in the Time of Pandemic

Teaching Speaking Skills to young Learners Through Fairy Tales

Women in Leterature and History : Through the Ages

Teaching Grammar Interactively

Honong English Language Skills-Gateway to Success

Developing Assessment Tools and Instruction for Online Learning

School opening Webinar Series: Emotive and Inspiring Methods for Orientation of Parents and Students

The Online Research Methdology Seminar

ELT in A Changing World

Methodologie de Redaction(Theses, memoires, articles de recherche)

The Dynamics of Resistance and Discontent

The Art of Public Speaking

Teaching English to Adults CTEA

Pedagogy of the Global (Blending the local and the glopbal in ELT)

Image and Manipulation