معهد الآداب و اللغات
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Item 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 FairouzThe 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.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.