المركز الجامعي مغنية

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    (TextPlay) تطبيق رقمي تفاعلي لتعليم النصوص الأدبية وتحليلها
    (المركز الجامعي مغنية, 2026-07-01) عساس أسماء; موفق أمينة
    ملخص : تتناول هذه المذكرة مشروع تطبيق (TextPlay)، وهو تطبيق تعليمي رقمي تفاعلي يهدف إلى تنمية مهارة تحليل النصوص الأدبية لدى تلاميذ التعليم الثانوي في الجزائر، من خلال اعتماد أساليب تعليمية قائمة على الفهم والتحليل بدل الحفظ والتلقين. ويوفر التطبيق بيئة تعليمية تفاعلية مدعومة بتمارين تحليلية وتغذية راجعة فورية وإشراف تربوي، مع استهداف التلاميذ النظاميين والمترشحين الأحرار والأولياء. وتؤكد الدراسة أن دمج التكنولوجيا في تعليم الأدب يسهم في تحسين جودة التعلم، وتعزيز تكافؤ الفرص التعليمية، وبناء نموذج تعليمي أكثر كفاءة وفعالية. Summary This paper discusses the( TextPlay) app project, an interactive digital educational app designed to develop the skill of analyzing literary texts among high school students in Algeria by adopting teaching methods based on comprehension and analysis rather than memorization and rote learning. The app provides an interactive learning environment supported by analytical exercises, immediate feedback, and educational guidance, targeting both regular students and independent candidates, as well as parents. The study confirms that integrating technology into literature education contributes to improving the quality of learning, promoting equal educational opportunities, and building a more efficient and effective educational model.
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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, 2025-10-20) 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.