Browsing by Author "Guers Mina"

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    Exploring Language Learning Difficulties in Virtual Classroom: The Case of EFL Masters’ One Students at Mouloud Mammeri University of Tizi-ouzou
    (Université Mouloud Mammeri Tizi Ouzou, 2025) Guers Mina; Haddadou Sofia
    While virtual learning has revolutionised language education, EFL students continue to encounter significant challenges in live online classrooms. This study examines these difficulties among Master 1 EFL students at Mouloud Mammeri University of Tizi Ouzou (UMMTO), focusing on pedagogical, technical, cognitive, and external environmental barriers. The research aims to achieve three key objectives. First, it identifies the pedagogical, technological, psychological, and interactional issues experienced by both students and instructors. Second, it investigates students’ perceptions of academic and linguistic support in virtual learning environments. Third, it analyses teachers’ perceptions of these challenges and their implications for learning outcomes in synchronous online classes. The study is framed by two theoretical models: Levy (1997) Computer-Assisted Language Learning (CALL) model, which guided the analysis of the role of technology in language teaching; and Garrison, Anderson, and Archer (2000) Community of Inquiry (CoI) framework, which provided insights into presence, interaction, and engagement in online learning. A mixed-methods approach was employed to address students’ and teachers’ perceptions of online learning. Quantitative data from the closed-ended questionnaire items were analysed using descriptive statistics, while qualitative data from the open-ended items and semi-structured interviews with six university EFL teachers teaching online classes were examined through qualitative content analysis, in which recurring themes and patterns were identified and categorised. The findings highlight several obstacles, including unstable internet connection, limited student interaction, low motivation, and difficulties in adapting to virtual learning. EFL teachers also reported constraints in maintaining student engagement.These issues significantly impact the effectiveness of synchronous online learning, underscoring the need for targeted solutions to improve EFL students’ virtual learning experiences.