Pedagogical Handouts
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Item Investigating Challenges of Implementing Task-Based Language Teaching and Generative AI with ADHD Students in Maghnia and Tlemcen Primary Schools(University Centre Maghnia, 2026-06-26) GHERRAS Fairouzالملخص على الرغم من أن تعلم اللغة الإنجليزية في المرحلة الابتدائية يُعدّ فرصة ذهبية، إلا أن اضطراب نقص الانتباه مع فرط النشاط يعيق عملية التعلم بسبب سماته التي تشمل قصور الانتباه، فرط النشاط، والاندفاعية، وهي سمات تؤثر سلباً على تعلم اللغة. قد أثبتت الدراسات الإمكانات الكبيرة للتدريس القائم على المهام والذكاء الاصطناعي التوليدي في معالجة الاحتياجات التعليمية المرتبطة بملف المصابين باضطراب نقص الانتباه مع فرط النشاط. غير أن معلمي اللغة الإنجليزية يواجهون تحديات عند محاولة تبنّي هذين النهجين في فصولهم الدراسية. وقد لفتت الأبحاث السابقة الانتباه إلى العقبات المتعلقة بالاضطراب ذاته، فضلاً عن الصعوبات التي يواجهها المعلمون عند تدريس التلاميذ المصابين به. لذلك، تسعى هذه الدراسة إلى استقصاء مدى انتشار التحديات البيداغوجية والسياقية المُدرَكة لدى معلمي اللغة الإنجليزية الجزائريين فيما يخص تطبيق النهجين المقترحين. كما تهدف إلى استكشاف المزايا التي قد تنجم عن سدّ هذه الفجوات، ولا سيما من منظور علم النفس والإدراك المعرفي. تعتمد الدراسة المنهج المختلط، وتتمثل أداته الكمية الرئيسية في الاستبيان المُهيكَل الذي وُزِّع على 30 معلماً للغة الإنجليزية في المرحلة الابتدائية من ولايتَي مغنية وتلمسان. أما الأداة النوعية الثانية فهي المقابلة المُهيكَلة التي أُجريت مع ثمانية أطباء نفسيين سريريين من مغنية. وقد كشفت النتائج أن المعلمين أفادوا بامتلاكهم فهماً لاضطراب نقص الانتباه مع فرط النشاط، وأنهم يُقرّون بالآثار الإيجابية للتدريس القائم على المهام والذكاء الاصطناعي التوليدي. بيد أن قدرتهم على تطبيقهما تظل مقيّدة بجملة من التحديات المُدرَكة، أبرزها: ضيق الوقت، وكبر أحجام الفصول الدراسية، وقصور المواد التعليمية في الكتب المدرسية، ووجود مستويات مختلطة داخل الفصل الواحد، إضافة إلى محدودية المعرفة بالذكاء الاصطناعي التوليدي وعدم جدوى الموارد والبنية التحتية المتاحة. علاوة على ذلك، يُبيّن الأطباء النفسيون السريريون أن دمج هذين النهجين قد يُفضي إلى تحسينات متعددة على الصعيدين النفسي والمعرفي، ولا سيما من حيث تخفيض القلق، وتعزيز الدافعية والانخراط، وتحسين استخدام اللغة التواصلية، واستقرار العبء المعرفي. وتُقدّم الدراسة جملة من التوصيات، منها: تحويل دمج التدريس القائم على المهام والذكاء الاصطناعي التوليدي إلى واقع ملموس، والمقارنة بين المهام المُولَّدة بأدوات الذكاء الاصطناعي التوليدي وتلك المصمَّمة في الفصول الدراسية التقليدية، وتقييم السمات النفسية والمعرفية Abstract Although learning English in primary school is considered as golden opportunity, Attention Deficit Hyperactivity Disorder hinders the process of learning because of its traits including inattention, hyperactivity and impulsivity that all affect language learning negatively. Studies have proven the potential of Task-Based Language Teaching (TBLT) and Generative Artificial Intelligence in addressing the learning needs relevant to the profile of ADHDers. However, teachers of English face challenges when attempting to adopt them in their classrooms. Previous research drew attention to the obstacles faces regarding the disorder itself along with teachers difficulties when teaching the affected pupils. Therefore, this study seeks to investigate the prevalence of perceived pedagogical and contextual challenges among Algerian teachers of English when it comes to implementing the proposed approaches. Also, it aims to explore the advantages that may result if they will be bridged, specifically from the lens of psychology and cognition. The study adopts mixed-methods mainly a quantitative research instruments which is the structured questionnaire delivered to 30 primary school teachers of English from Maghnia and Tlemcen. The structured interview is the second qualitative instrument conducted with eight clinical psychologists from Maghnia. The findings reveal that teachers reported that they possess understanding of Attention Deficit Hyperactivity Disorder and they acknowledge the positive effects of Task-Based Language Teaching and Generative Artificial Intelligence . Nevertheless, their ability to implement them is restricted due to a set of perceived challenges namely time constraints, large class sizes , insufficiency of textbook material and the existence of mixed-levels within the classroom. In addition to insufficient knowledge about Generative Artificial Intelligence and unfeasibility concerning resources and infrastructure. Furthermore, clinical psychologists demonstrate that bridging these two approaches may result in multiple improvements psychologically and cognitively, especially in terms of reduced anxiety, increased motivation and engagement as well as enhanced communicative language use and stable cognitive load. The study present some recommendations including bringing Task-Based Language Teaching and Generative Artificial Intelligence integration to reality, and comparing between tasks that are generated by GenAI tools and those designed in traditional classrooms. Another recommendation is to assess psychological and cognitive traits of affected learners across distinct contexts.Item Phonetics for Second Year LMD Students(University Center Maghnia, 2026-06-09) YOUCEF IkramThis handout is designed for second-year LMD students in phonetics, offering structured theoretical and practical knowledge on both segmental and suprasegmental aspects of phonetics and phonology. By integrating analytical exercises and contextual examples, it aims to enhance students’ linguistic competence, foster independent and collaborative learning, and bridge the gap between theory and real-world language use. The handout supports lectures with curated audio recordings, diagnostic tests, and practice exams, helping students become familiar with authentic speech features such as pronunciation, prosody, and intonation. Special emphasis is placed on English stress patterns and their impact on meaning, including variations between American and British pronunciation. Through systematic objectives and continuous assessment, the handout prepares students for formal evaluations and future academic or professional pursuits.Item Handout in Didactics for master two students language studies(University Center Maghnia, 2026-06-09) YOUCEF IkramThis course in Didactics offers educators an in-depth exploration of effective teaching principles and practices. Participants will engage with core topics such as syllabus planning, classroom organization, and the multifaceted roles of teachers, acquiring a robust foundation for professional development. The curriculum highlights the significance of addressing learner diversity and adapting teaching to enhance student achievement. By examining a range of instructional methodologies for both receptive and productive skills, the course promotes critical evaluation and selection of appropriate strategies for varied educational settings. Learners will also integrate theory with practice, assess instructional materials, and develop lesson plans that encourage self-directed learning and foster intercultural competence. The course ultimately prepares educators to create inclusive, adaptive, and innovative environments that support all learners' success.Item Cross-Cultural Communication(2025-10-21) Ennebati Fatima ZohraAbstract This pedagogical handout introduces Master’s level students to the fundamental concepts of cross-cultural communication, emphasizing the role of culture in shaping meaning, interaction, and interpretation. It explores key theoretical frameworks, including high-context and low-context cultures, cultural values, and communication styles, while highlighting potential sources of intercultural misunderstanding. Through illustrative examples and applied activities, the handout aims to develop students’ intercultural awareness and communicative competence. By combining theoretical input with pedagogical practice, the material equips learners with analytical tools necessary for navigating communication across cultural boundaries in academic, professional, and social contexts.Item translation(2025-07-02) Ennebati Fatima ZohraAbstract This pedagogical handout introduces third-year EFL students to the fundamental principles of translation as both a linguistic and intercultural process. It presents core concepts such as equivalence, meaning transfer, and translation strategies, while highlighting common difficulties encountered when translating between English and Arabic. The course emphasizes practical translation skills through guided exercises, authentic texts, and error analysis, enabling students to develop accuracy, clarity, and cultural awareness. By integrating theory with practice, the handout aims to strengthen students’ translation competence and prepare them for more advanced studies in translation.