Browsing by Author "Henia BENCHIKH"

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    Challenges of Developing the Reading Skill in English as a Foreign Language among Algerian Primary School Learners– Case of study Merradi Mohamed School
    (2026) Meriem KERROUM; Henia BENCHIKH
    This dissertation investigates the challenges faced by primary school teachers in teaching reading in English and explores the strategies and pedagogical approaches used to overcome these challenges. The study aims to provide insights into the specific difficulties encountered in English language instruction at this stage of primary education and to offer practical recommendations for enhancing the teaching and learning experience. This study examines also methodological approaches to developing reading skills in primary school learners. The components of reading proficiency—reading fluency, conscious reading, expressive reading, text comprehension, and retelling—are analyzed from a scientific perspective. The effectiveness of phonetic exercises, text-based instruction, differentiated tasks, and interactive learning strategies in improving reading literacy is demonstrated. Considering the developmental and psychological characteristics of young learners,A mixed-methods approach was employed in the research methodology, combining surveys and classroom observations. Data was collected from a diverse group of teachers working in various primary schools in the province of Sidi Bel Abess, during the academic year 2025-2026. The analysis of the data involved both qualitative and quantitative techniques to provide a comprehensive understanding of the challenges and effective practices. The findings reveal several significant challenges faced by teachers in teaching English to primary school pupils. These challenges include limited vocabulary acquisition, difficulties in sentence formation and grammatical structures, low motivation and engagement, and varying levels of language proficiency among students.The study highlights the importance of teacher professional development and collaboration in effectively implementing these strategies. The implications of the findings suggest the need for curriculum enhancements, resource allocation, and support for teachers in effectively teaching English to primary schools pupils. This study contributes to the existing literature on English language education in primary schools and provides practical insights for policymakers, curriculum developers, and educators to improve the quality of English instruction in primary school level.