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    The Impact of EFL Teachers’ Motivational Strategies on Learners’ Achievements: A Case Study of Middle School Learners and Teachers in the District of Maghnia
    (المركز الجامعي مغنية, 0008-10-20) Rachid CHETTAR; Oum El Kheir MEBARKI
    eachers often struggle to engage students with varying ability levels and a widespread lack of interest in learning English. This study investigates the motivational strategies used by EFL teachers in Algerian middle schools—specifically in the district of Maghnia—and how these strategies influence learners‘ academic achievement. It also explores the factors that students themselves find most motivating. Data were collected through questionnaires distributed to 80 students and 10 teachers across three middle schools. The study aims to enhance both intrinsic and extrinsic motivation among learners and to identify the classroom practices that most effectively improve English language learning. Beyond helping students perform better on exams, the research seeks to foster a deeper appreciation of English as a global language. By bridging the gap between theory and classroom practice, this study provides practical insights for teachers, curriculum designers, and policymakers. The findings offer valuable recommendations for creating more engaging and learner-centered EFL environments, not only in Maghnia but potentially across the Algerian educational system.
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    The Impact of Learning Styles on Speaking Proficiency among Duolingo Users: A Case Study of English Foreign Language Learners at Maghnia University Centre
    (2025-06-25) Fatima Zahra MAROUDI
    Abstract This study investigates the impact of learning styles on the development of speaking proficiency among English as a Foreign Language (EFL) learners at Maghnia University Centre, using Duolingo as a case study. The participants were selected based on their regular use of Duolingo, a widely adopted language-learning application. Data were collected through a questionnaire and a structured speaking test, which enabled the analysis of learners’ preferred learning styles and their influence on spoken English performance. Grounded in the VARK model—comprising Visual, Auditory, Kinesthetic, and Read/Write learning preferences—the study aims to evaluate how effectively Duolingo’s features cater to these diverse learning styles. Results indicate that while the application contributes to the acquisition of vocabulary and grammar, it has limited effectiveness in improving speaking skills. The study also identifies several challenges learners encounter, including the absence of real-life conversational practice, insufficient pronunciation feedback, and a lack of support for developing speaking fluency. Based on these findings, it can be concluded that Duolingo’s current design does not fully align with the learning preferences of EFL learners, and that the integration of more interactive and communicative features is necessary to enhance speaking proficiency. الملخص تهدف هذه الدراسة إلى بحث تأثير أساليب التعلم على تنمية الكفاءة الشفوية، وذلك من خلال اتخاذ متعلمي اللغة الإنجليزية كلغة أجنبية بمركز جامعة مغنية كحالة دراسة. وقد تم اختيار المتعلمين المشاركين بناءً على استخدامهم المنتظم لتطبيق "دولينغو"، وهو تطبيق لتعلم اللغات أصبح شائعًا بين المتعلمين. تم جمع البيانات من خلال استبيان واختبار شفوي منظم، مما أتاح تحليل تفضيلات المتعلمين في التعلم وتأثيرها على مستوى الكفاءة الشفوية في اللغة الإنجليزية. واستنادًا إلى نموذج "VARK" (الأساليب البصرية، السمعية، الحركية، والقراءة/الكتابة)، تهدف الدراسة إلى تقييم مدى فعالية خصائص تطبيق دولينغو في تلبية احتياجات هذه الأساليب المختلفة. أظهرت النتائج أن التطبيق يُسهم في تطوير بعض جوانب اللغة، لاسيما المفردات والقواعد، غير أنه لا يحقق تقدمًا ملحوظًا في مهارات التحدث. كما كشفت الدراسة عن التحديات التي واجهها المتعلمون، مثل غياب المحادثات الواقعية، وقلة التغذية الراجعة حول النطق، وضعف الدعم الموجه لتطوير الطلاقة الشفوية. وبناءً على هذه النتائج، يمكن الاستنتاج أن الخصائص الحالية لتطبيق دولينغو لا تتماشى تمامًا مع أساليب تعلم المستخدمين، مما يستدعي دمج ميزات أكثر تفاعلية لتعزيز الكفاءة الشفوية