Browsing by Author "Gherras Fairouz"

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Educational Application Grounded in TBLT and GenAI for Algerian Primary School English Learners with ADHD Name of the Project: Lingliziya
(University Centre Maghnia, 2026-06-26) Gherras Fairouz
The Abstract: Although learning English in primary school is considered an opportunity, Attention Deficit Hyperactivity Disorder hinder the experience because of its traits including inattention, hyperactivity and impulsivity that all affect language learning negatively. In addition to the ineffectiveness of traditional methods often used in classrooms, available tools do not address ADHDers directly. Also, despite of the cognitive and psychological advantages provided by Task- Based Language Teaching and Generative Artificial Intelligence, there is an absence of their integration as a practical intervention specialized for these segment of pupils. While previous studies focused on the medical and psychological solutions, overlooking the fact that the disorder has impacts on the process of language learning. This study aims to assess parental perceptions of ADHD's impact on English language learning. As well as to assess the extent to which using available tools chosen by parents to support their children of the disorder is challenging among both of them. Moreover, it seeks to measure parental willingness to subscribe in a digital tool that offers their children with English language content that is appropriate for them . To achieve these objectives, quantitative method is employed through the use of structured questionnaire delivered to parents via Instagram page in a story in form of link. The findings reveal the parents believe that Attention Deficit Hyperactivity Disorder hinder language learning experience of their affected children, which leads to the necessity for a learning support to use as supplementary source outside the educational settings. However, the majority of parents reported not using any tool, while the others whose answer included examples of learning alternatives face a set of challenges related to the cost, appropriateness, difficulty of use and the absence of feedback. Furthermore, when these parents were asked if they are interested in the existence of a digital learning tool a large number showed positive attitudes along with readiness to invest in the solution especially if it cater to profile of their children and their learning demands. The study outlined multiple recommendations including the insistence on the relevance of the content in terms Software development, Clinical psychology and pedagogy to be aligned with the serious requirements of children with this neurodevelopment condition. Moreover, it highlighted the obligatory of spreading awareness among teachers regarding the disorder and its symptoms through comprehensive and formal training, along with the culture of adopting digital learning tools rather than being restricted to traditional learning methods among parents.