| Titre : | Breaking barriers in EFL : A Case Study on Innovative and AI Supported Teaching Strategies for Special Needs Learners in Algerians Classrooms | | Type de document : | texte manuscrit | | Auteurs : | Soumia Yousfi, Auteur ; Houda Boumédiène, Directeur de thèse | | Editeur : | Laghouat : University Amar Telidji - Department of English | | Année de publication : | 2025 | | Importance : | 81 p. | | Accompagnement : | CD | | Langues : | Anglais | | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | Innovative teaching strategies, AI integration, English Language Teaching, Special Needs Learners. | | Résumé : | This study explores innovative teaching strategies and AI integration in English language teaching (ELT) for learners with special needs, in the light of the increasing interest in inclusive education. Despite inclusive teaching strategies have advanced in developing countries, however there is an evident lack of empirical research on how to use AI technologies effectively in EFL classes for special needs learners, especially in the MENA region. The study aims to address how EFL teachers assist learners with special needs through implementing traditional, communicative, and AI enhanced teaching strategies. Adopting a mixed-methods research design that incorporates structured questionnaire data with open-ended responses from EFL teachers at different educational levels. The study uses SPSS software to analyze quantitative data, while thematic analysis to examine qualitative responses. The results indicate that traditional methods such as translation, grammar lessons, and repetitive drills are effective and helpful at offering structure for some types of special needs learners. whereas approaches that focus on communication and the learner, such as Task-Based Learning (TBLT) and Communicative Language Teaching (CLT), have been demonstrated to significantly enhance learners’ interest, language skills, and involvement in the class. Moreover, EFL teachers claim that AI tools can benefit learners with special needs by employing technologies like games and text-to-speech software, however, challenges such as the limited resources, large classes, and insufficient paternal support remains inadequate. In conclusion, the study suggests the necessity of implementing a balanced and inclusive teaching approach that combines traditional methods, communicative approaches, and AI- powered tools. Additionally, it stresses the need in improving the quality of English language education for special needs learners through professional development, institutional investment, and policy reforms. Furthermore, the study provides useful information on the disciplines of inclusive education, educational technology, EFL instructional methods, and practical advice to individuals aiming to create language learning environments that are more accessible. | | note de thèses : | Degree in English Language Teaching (ELT) |
Breaking barriers in EFL : A Case Study on Innovative and AI Supported Teaching Strategies for Special Needs Learners in Algerians Classrooms [texte manuscrit] / Soumia Yousfi, Auteur ; Houda Boumédiène, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2025 . - 81 p. + CD. Langues : Anglais | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | Innovative teaching strategies, AI integration, English Language Teaching, Special Needs Learners. | | Résumé : | This study explores innovative teaching strategies and AI integration in English language teaching (ELT) for learners with special needs, in the light of the increasing interest in inclusive education. Despite inclusive teaching strategies have advanced in developing countries, however there is an evident lack of empirical research on how to use AI technologies effectively in EFL classes for special needs learners, especially in the MENA region. The study aims to address how EFL teachers assist learners with special needs through implementing traditional, communicative, and AI enhanced teaching strategies. Adopting a mixed-methods research design that incorporates structured questionnaire data with open-ended responses from EFL teachers at different educational levels. The study uses SPSS software to analyze quantitative data, while thematic analysis to examine qualitative responses. The results indicate that traditional methods such as translation, grammar lessons, and repetitive drills are effective and helpful at offering structure for some types of special needs learners. whereas approaches that focus on communication and the learner, such as Task-Based Learning (TBLT) and Communicative Language Teaching (CLT), have been demonstrated to significantly enhance learners’ interest, language skills, and involvement in the class. Moreover, EFL teachers claim that AI tools can benefit learners with special needs by employing technologies like games and text-to-speech software, however, challenges such as the limited resources, large classes, and insufficient paternal support remains inadequate. In conclusion, the study suggests the necessity of implementing a balanced and inclusive teaching approach that combines traditional methods, communicative approaches, and AI- powered tools. Additionally, it stresses the need in improving the quality of English language education for special needs learners through professional development, institutional investment, and policy reforms. Furthermore, the study provides useful information on the disciplines of inclusive education, educational technology, EFL instructional methods, and practical advice to individuals aiming to create language learning environments that are more accessible. | | note de thèses : | Degree in English Language Teaching (ELT) |
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