Browsing by Author "Mammeri, Saliha"

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    Investigating the interaction of students with attention deficit- hyperactivity disorder in english as a foreign language classroom
    (University of Oum El Bouaghi, 2024) Ferhati, Amina; Mammeri, Saliha; Mansouri, Keltoum
    This thesis investigates the interaction dynamics among students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) within Algerian classroom settings. With a focus on three middle schools, the study explores the interactions between ADHD students, their teachers of English, and their peers in the classroom setting. The research aims to show how common ADHD is in Algerian classrooms, how much teachers know about it, and how they deal and handle it. It seeks to understand and observe these interactions to develop more effective support systems and educational practices for ADHD students in order to enhance their educational experience. To achieve these objectives, the study used a mixed-method approach, including a questionnaire for 309 students, interviews with two teachers, and classroom observations. The questionnaire helped identifying students with potential ADHD, Observations focused on ADHD symptoms and interactions between ADHDers and their teachers, and interviews explored teachers' awareness and approaches. By using these methods, the study aims to improve support and educational practices for ADHD students, making classrooms more inclusive and better for learning. The results of the study showed that out of the 309 questioned students, only 43 were identified as potentially having ADHD, with a notable majority being female. These students exhibited patterns like difficulty maintaining focus, frequent impulsivity, forgetfulness regarding tasks, and frequent daydreaming. Academic proficiency among ADHD students varied widely, with the majority falling within the intermediate to pre-intermediate proficiency levels and few achieving excellent performance. Additionally, teachers reported a lack of awareness and knowledge about ADHD; therefore, students lacked overall support from both the school and family environments.