Browsing by Author "Melgani, Haroun"

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    A Corpus based comparative study of conceptual metaphor in master dissertations in different disciplinary and cultural contexts
    (University of Oum El Bouaghi, 2023) Abeoub, Malika; Melgani, Haroun
    Metaphor studies has taken an absolutely new look ever since it has been treated as a cognitive and cultural phenomenon rather than a solely linguistic one. Adding to the increasing body of research in this area, the present study aims to examine the effect of cultural and linguistic contexts(disciplines) on the type and frequency of metaphors used in master dissertations based on corpus analysis methods. For the sake of achieving this aim, the current comparative study makes use of the corpus analysis toolkit "AntConc" in analysing metaphorical language in a corpus collection of 80 Algerian and American master dissertations in the academic fields of English Literature, TEFL, and TESOL. The results obtained showed that the metaphors retrieved from the corpus revealed more similarities than differences especially concerning cultural aspects. Nevertheless, some particular uses were found that were mainly related to disciplines specificities and cultural differences. Finally, this work can be of great benefit given that it drew both teachers and students attention to the importance of integrating metaphors in foreign language teaching and learning.
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    A Corpus-based study of lexical bundles in the research papers of Algerian and native english speaking researchers
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Belghalem, Boutheyna; Melgani, Haroun
    In the last decades, there has been a growing body of evidence to suggest that lexical bundles, as a type of formulaic sequences, contribute to the native-like fluency of the linguistic production. Lexical bundles are multi-word expressions, which are mainly defined by frequency and have been found to serve important functions in the academic discourse. However, no prior studies have been conducted to explore the use of lexical bundles in the academic discipline of Humanities and Social Sciences in Algeria before. Given this gap, the present study analyzes a corpus of 66 published research articles in the academic fields of sociolinguistics, literature, and Teaching English as a Foreign Language (TEFL). The study in hand is a comparative investigation that makes use of the corpus analysis toolkit 'AntConc' and the two analytical models of Biber et al. (1999) and Hyland (2008) in an attempt to compare the frequency, structures, and the functions of four-word lexical bundles produced by Algerian researchers on one hand, and native English-speaking researchers on the other hand. The results obtained from the corpus analysis revealed that Algerian researchers underused LBs in their research papers while deviating from the native norms as they overused VP-based bundles and underused NP+PP-based bundles, the ones that had the highest frequency in the native corpus. Nevertheless, concerning the functional distribution, the results revealed that the differently- structured LBs across the native and the Algerian sub-corpora served almost similar functions in the discourse being mainly research-oriented LBs and text-oriented LBs, with fewer bundles being participant-oriented. On account of the findings, pedagogical implications were discussed, limitations of the study as well as recommendations for future research were identified.
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    A Study of parent’s linguistic choices and beliefs about multiple languages teaching in primary school
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Kechich, Dina; Ghozlane, Narimane; Melgani, Haroun
    Parents have a major role in planning and deciding which language their children use. Since the language is a vital part in human communications, it is apparent that parents attempt to be involved in their children's language teaching and learning. The present research seeks to identify parent's linguistic choices and beliefs about multiple language teaching in Primary school, along with examining the factors that influence their beliefs. In order to achieve the aim of the investigation, a descriptive study was conducted through designing on questionnaire. This questionnaire is addressed to 80 parents of Primary school pupils who reside in different northern regions of Oum El Bouaghi Wilaya, notably Ain kercha, Ain mlila, Soug naaman, Ain fakron, and El hanchir . The analysis of the findings demonstrated positive attitudes of parents towards multiple languages teaching in primary school, and most of them support the implementation of the English language instead of French language. Moreover, most of the parents started making efforts and strategies towards foreign languages using language practices at home to shape the linguistic package of their children. Based on the results gathered from the questionnaire and the literature review of the study, a number of recommendations are offered for future studies.
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    Algerian EFL learners’ perceptions about native english speaking teachers and non-native english speaking teachers in educational setting
    (Université Oum El Bouaghi, 2021) Nacer, Ahlam; Heck, Rayan-Amal; Melgani, Haroun
    This study investigates students' perceptions towards native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) in EFL contexts. The researchers working on this research project used questionnaire as a tool of measurement. The sample is composed of 100 Algerian EFL students who vary on different educational levels -BA, MA, and PhD- and who study in different universities. In so doing, the study examined the differences between NESTs and NNESTs and sought to gain insights into the Algerian EFL students' views about the teaching methods, feedback, and other characteristics that pertain to both categories of teachers. The results indicated that most students viewed that NTs are, comparatively, more favored by students than NNTs. NESTs were considered as more effective in teaching speaking and culture, whereas NNETs are perceived as better in teaching English grammar. NTs received an increase of positive receptions from students; they agree that NESTs are more empathetic to the needs of students and vary their use of materials than NNESTs do. Finally, this study ends with some recommendations NESTs and NNESTs need to adopt in the classroom.
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    Algerian EFL learnes perceptions and evaluations of world englishes: a special focus on American and British english
    (University of Oum El Bouaghi, 2023) Berkani, Yousra Rayane; Melgani, Haroun
    The present work aims at examining EFL learners' Perceptions towards both American and British English along with their Evaluations, and determines the way these evaluations and perceptions were shaped. In order to achieve the aim of the investigation, this study adopts a mixed-method research design, combining qualitative and quantitative approaches and through designing one questionnaire. This questionnaire is addressed to thirty-eight first year students at the department of English at Oum el Bouaghi University. The analysis of the findings demonstrated students' perceptions towards American English is better expressed and valued than those of British English, and most of them support the implementation of the American English language' system in EFL context rather than the British one. Focusing on one specific variety or dialect of English in the EFL environment sounds absolutely interesting and beneficial either for students or teachers as well, but still that this focus is in change due to how that variety is being perceived and evaluated by the learners/teachers, that will lead to different and various preferences among them.
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    Err on the side of caution
    (Oum-El-Bouaghi, 2020) Berkani, Wafia; Merzougui, Selwa; Melgani, Haroun
    n the last decades, academic writing received an immense attention from scholars and researchers from various strands of thought. Hedging, like many other metadiscourse strategies, piqued the attention of several researchers working on both the spoken and written discourse. Hence, the present study is mainly concerned with examining the use of hedging device among Algerian researchers in their published research articles. To narrow down the scope, the main aim is to have a precise examination of the use of hedges in terms of their frequency and functions in the discussion sections of Algerian academic research articles. Thus, a corpus-based study was conducted to achieve this aim operating both quantitative and qualitative methods. Therefore, a sample of 20 discussion sections was selected from the linguistics and literature RAs, which were published in Algerian Scientific Journal Platform national website. Two models, Vartalla (2001) of hedging forms and Hyland (1994) of hedging functions, were adopted in order to investigate the frequency and functions of hedges respectively. The findings indicate that modal auxiliaries were the most frequent hedging devices in the corpus, while nouns were the least hedges employed. The second main result was demonstrated in the heavy use of Content Oriented hedges, which represented more than half of the total number of the hedges found in the corpus. These results call for an implication for curriculum designers, teachers and students to make an effort in familiarizing hedging devices and showing their importance in the world of academic writing.
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    Explicit vs.implicit written corrective feedback and the acquisition of the irregular past tense
    (university of Oum El Bouaghi, 2015) Boumendjel, Amel; Melgani, Haroun
    Grammar is a crucial element and it is very helpful for effective language learning processes. Learners of foreign languages face difficulties in acquiring such grammatical features of that language. The present study aims at investigating the effect of explicit vs.implicit corrective feedback on the acquisition of the irregular past tense among of second year LMD students at the department of english at Chadli Ben Jdid university, El-Taref. In order to examine the research hypothesis that written explicit corrective feedback has a positive impact on learners' acquisition of the irregular past tense in comparison to the implicit corrective feedback, and the alternative hypothesis that the implicit written corrective feedback has a positive effect on the acquisition of the irregular past tense, a quasi- experiment was conducted for learners besides a questionnaire was administered to teachers. The quasi-experiment requires a pre-test, treatment period, and a post-test. The final results suggest that the independent variable (explicit corrective feedback) has a significant improvement on the dependent variable (the irregular past tense) more than the implicit one. Since the positive effect of ECF, teachers need to use this type of feedback for students to help them acquire the grammatical features easily.
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    Fossilized pronuciation among EFL learners
    (university of Oum-El-Bouaghi, 2015) Sadaoui, Djihed; Melgani, Haroun
    English as a global language established a vast educational manifestation within algerian academic establishment, most of the undergraduates prefer EFL as a study specialty and future projection to academic research and theyattempt to reach the native-like standard, unfortunately most of them fail to do so due to many reasons. Sometimes learners encounter words that they cannot pronounce correctly, even if they correct themselves or have been corrected they cannot produce the right pronunciation, and the mispronounced words are not to be corrected even if they attempt to do so, this phenomenon is known as Fossilization. This exploratory research deals withthe overall aspect of the notion (the evolution, the development and potential eradication). The main objectives of this study is to see the nature of the concerned notion, the most common fossilized aspects that Algerian EFL learners produce and the teachers' point of view about this sociolinguistic phenomenon, this empirical study has been introduced via a mix method approach which means that the present work contains qualitative and quantitative methods, qualitative methods include classroom observation ( Piece of the furniture observation) and recording where a passage of a poem has been given to third year students of english at Larbi Ben M'Hidi university and quantitative one via questionnaire where EFL teachers' perspective toward phonological fossilization was required, the results that have been found did meet the study's expectation, in the sense that new fossilized pattern has been found and their main causes such as borrowing from the french language, difficulties in differentiating between sounds, lack of drill and lack of communication.
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    Investigating parents’ attitudes towardst eaching multiple languagesin the algerian school
    (Larbi Ben Mhidi University Oum El Bouaghi, 2021-12-30) Melgani, Haroun
    The new languagepolicies adopted by the Algerian government have reshapednot only the linguistic profile of the countrybut also Algerians ̳multilingual awareness and attitudes towardlearningand teachingforeign languages. Yet, there has been, and still, a growing debate among researchers over therecenteducational policies, children ̳ code choices, parents ̳ attitudesandmanagement effortsin Algeria. Framed within Family Language Policy framework(FLP), aresearchsurveywas carried outto examine the Algerian children ̳code choices andtheirparents ̳ attitudes towardthe significance of multiple languageslearningat home and school. The study,also,investigatedthe efforts made by Algerian parents to encourageEnglish as an additional linguistic optionfortheir children at homeandschool. The results indicatethatchildren mix betweendifferent linguistic codes topracticevarious home literacy activities. Itwasalsorevealed thatparents advocate the integration ofEnglishacross all educational levels,and learning/teaching multiple languages in private and educational settings Les nouvelles politiques linguistiques adoptées par le gouvernement algérien ont remodelé non seulement le profil linguistique du pays, mais aussi la conscience multilingue et les attitudes des Algériens envers l'apprentissage et l'enseignement des langues étrangères. Pourtant, il y a eu, et toujours, un débat croissant parmi les chercheurs sur les politiques éducatives récentes, les choix de code des enfants, les attitudes des parents et les efforts de gestion en Algérie. Encadrée dans le cadre de la politique linguistique familiale, une enquête a été conçue pour examiner les choix de code des enfants algériens et les attitudes de leurs parents envers l'importance de l'apprentissage de plusieurs langues à la maison et à l'école. Il a également enquêté sur les efforts déployés par les parents algériens pour encourager l'anglais comme option linguistique supplémentaire pour leurs enfants à la maison et à l'école. Les résultats ont indiqué que les enfants adoptent des codes différents dans les activités d'alphabétisation à domicile. Il a également révélé que les parents préconisent l'intégration de l'anglais comme matière d'enseignement à tous les niveaux d'enseignement et l'apprentissage/l'enseignement de plusieurs langues dans des contextes privés et éducatifs.
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    Investigating teachers’ and students’ attitudes towards digital literacy in EFL classroom
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Hadjem, Mayar; Berhail, Maria; Melgani, Haroun
    Technological innovations, which are considered as a hallmark of academic research, can now be changing the way of teaching and learning. Digital learning models continue to grow in higher education, making the adoption of digital literacy in the teaching and learning process a major preoccupation for both teachers and students to thrive in the modern educational world. Importantly, this study aims at investigating teachers' and students' attitudes towards digital literacy in English as Foreign Language classrooms. In order to meet the research aim, a quantitative method was adopted in which two questionnaires were administered online to the target population; the latter was made up of third year EFL students and teachers at the Department of English at Larbi Ben M'hidi University in Oum El Bouaghi, during the academic year 2021/2022. The data collected from both questionnaires was analysed statistically using SPSS software. Subsequently, the results were categorized into frequency, percentage, and mean distributions and presented in graphical forms. The findings corroborated the hypothesis which stated that EFL teachers and students develop positive attitudes towards digital literacy in the classroom. Furthermore, there was a widespread acceptance of the idea of digitalisation for further enhancement of the digital literacy skills and then, improving the language learning and teaching process. Therefore, the study ends with several suggestions and recommendations which in short, demand the implementation of certain strategies to enhance the inclusion of digital literacy in EFL classrooms.
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    Investigating the correlation between EFL students’ mindsets and their L2 motivation
    (Université Oum El Bouaghi, 2021) Khames, Mounira; Khattab, Rania; Melgani, Haroun
    The significant role played by motivation in shaping students' academic achievement made it a subject of interest for several researchers. More precisely, associating L2 learning motivation with a certain stimulus has long been an issue of concern in academic contexts. In essence, the present study aims to investigate the correlation between EFL students' Mindset type and their second language learning motivation. In pursuance of this aim, third year LMD students at Larbi Ben M'Hidi University were selected as the target population of the study. A correlational research was conducted, whereby two questionnaires were administered to the informants in presence of the researchers. An 8-Items version of Mindset Scale, mainly developed by Carol Dweck (2000) which was used to determine to what type of Mindset, fixed or the growth, the participants lean to, along with an L2 Motivational Self-System scale developed by Taguchi (2009) which is predicated on Dornyei's work that attempted to examine the informants' motivational profile. The results obtained from the quantitative examination of the gathered data revealed that the massive majority of participants are endorsed in a Growth Mindset charging their motivation from their linguistic self-confidence. Further, the most striking result affirmed that there is a weakly positive correlation between students' Mindset type, more specifically Growth Mindset, and their motivation to learn the second language. On account of these findings, some pedagogical implications are suggested to teachers and course designers to consider the cultivation of Growth Mindset in the teaching-learning contexts and, by extension, to boast students' motivation to learn English as a foreign language.
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    Investigating the effects of classroom negotiation of decision making about ways of working on EFL student's motivation
    (university of Oum-El-Bouaghi, 2014) Menassel, Chahra; Melgani, Haroun
    This study seeks to investigate the effectiveness of getting students involved in classroom negotiation of decision making about ways of working on their motivation. It is based on descriptive study in which two questionnaires are submitted to teachers and students of the english department at Larbi Ben M'Hidi university. The research findings suggested that students' motivation would increase if they get the opportunity to negotiate decisions about classroom ways of working. These decisions are mainly related to classroom activities, classroom materials and classroom schedule. The results also revealed that, imposing decisions on students may create learning difficulties, and teaching them through their preferences would raise their responsibility and autonomy as well.
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    Investigating the role of explicit metacognitive strategy instruction (CALLA) in enhancing vocabulary acquisition among EFL learners
    (university of Oum- El- Bouaghi, 2017) Younsi, Amina; Melgani, Haroun
    Metacognitive strategy instruction is believed to have an immense positive effect on vocabulary acquisition in English as a Foreign Language (EFL) classes. In response O'Malley and Chamot (1994), generated the cognitive academic language learning approach (CALLA) as an instructional model for metacognitive strategy training. Hence, this study seeks to investigating the effectiveness of the CALLA on vocabulary acquisition among EFL learners. First year LMD students at Larbi Ben M'Hidi University has been chosen as the target population of the study. Two preexisting groups were assigned as control and experimental group. Both groups received a pre-test to assess the participants' vocabulary knowledge homogeneity. Afterwards, the experimental group went through six sessions of instruction that was grounded on the CALLA model, while the control followed the regular method of learning. Then, a post-test was conducted to examine the effectiveness of CALLA implementation on vocabulary acquisition enhancement. Statistical analysis for the gathered data evidently proved that participants of the experimental group surpassed participants of the control group. The results were attributed to the effectiveness of the explicit metacognitive strategy instruction (CALLA) in enhancing vocabulary acquisition. Based on the research findings some pedagogical implications were highlighted along with some suggestions for further research and limitations of the research.
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    Investigating the role of short plays in motivating learners to speak and communicate in english
    (university of Oum-El-Bouaghi, 2015) Kharchi, Amina; Melgani, Haroun
    This research addresses the issue of using drama activities in the algerian classrooms. More specifically, it seeks to explore the role of performing short plays in motivating students to speak and communicate in english. The data were collected through conducting classroom observation which takes place at the department of english university of Larbi Ben M'Hdi with first year LMD students, the classroom observation took five sessions and was followed by students' and teachers' questionnaires. The information gathered from the observation revealed the importance of performing short plays in learning foreign languages and how it motivates students use english to express their ideas and thoughts.The analyses of the questionnaires corroborated the aforementioned result and both teachers and students agree about the importance of drama activities in raising the students' motivation to communicate in the target language.
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    Lexical bundles in master dissertations and PhD theses written by algerian researchers
    (University of Oum El Bouaghi, 2024) Allaoua, Asma; Melgani, Haroun
    Over the past several decades, there has been an increasing amount of research indicating that lexical bundles, a type of formulaic language, contribute to the development of native-like fluency in linguistic output. Lexical bundles are multi-word expressions that are primarily defined by their high frequency of occurrence and have been found to serve important functions within academic discourse. Hence, this study aims to investigate the development of lexical bundle usage in Master’s dissertations and Doctoral theses of the same Algerian researchers. This study examined the use of lexical bundles in a corpus of 15 master's dissertations and 15 doctoral theses written by the same Algerian researchers in the field of applied linguistics. The analysis employed the structural classification of Biber et al. (1999) and Hyland's (2008) functional taxonomy to categorize the identified lexical bundles into categories to facilitate the comparison process. The findings revealed that as Algerian researchers advance from the master's to the doctoral level, they demonstrate distinct patterns in their use of lexical bundles such as a decreased overall frequency of lexical bundles, increased use of longer and more structurally complex lexical bundles like pp-based bundles, emphasis on research-oriented lexical bundles in doctoral theses compared to master's dissertations, and a decline in the use of participant-oriented bundles. These results suggest that the development of lexical bundle repertoire is a crucial part of language growth and sophistication as graduate students transition from master's to doctoral-level in academic writing.
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    Lexical bundles in native and non-native academic writing: applying a corpus based study to master two dissertations written by British and Algerian master students
    (University of Oum El Bouaghi, 2023) Benhalilou, Amani Nour El Houda; Boulahbal, Khaoula; Melgani, Haroun
    The field of phraseology has proved to be one of the most intriguing language phenomena. Lexical bundles,which is a type of formulaic language, have gained the attention of many corpus researchers for being significant discourse construction devices maintaining both coherence and cohesion. The present study is a corpus-based investigation that aims at examining the frequency, structure and functions of lexical bundles across two sub-corpora that constitute 60 master dissertations written by British and Algerian students in the fields of: applied linguistics, didactics, TESOL, English language teaching and literature/civilization. The present investigation makes use of a corpus-handling tool AntConc (3.5.9) to carry out the analysis adopting the two main taxonomies of Biber et al.'s (1999) structural model and Biber et al.'s (2004) functional model to compare and contrast the similarities and differences in using four-word lexical bundles implemented in British and Algerian corpus. Informative findings revealed the extent to which both sub-corpora differed in their distribution of lexical bundles. The Algerian students, on the one hand, displayed a very limited number of bundles regarding the structural distribution as well as over relying on repetitive bundles with less strategic use of verb phrase-based bundles which entails poor proficient writing. The native corpus on the other hand, exhibited a wealth range of bundles with more varied structural patterns. In terms of the functional taxonomy, the non-native corpus surprisingly displayed a higher proportion of bundles than the native corpus. In light of these findings, pedagogical implications were highlighted informing the successful introduction of lexical bundles in EAP classrooms as well as suggestions for future research and limitations of the study were both communicated.
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    Meta-Discourse markers across time
    (University of Oum El Bouaghi, 2024) Beldjhem, Doua; Melgani, Haroun
    The shift in academic writing towards a more social and communicative model, highlights the importance of engaging the reader and effectively conveying the author's stance (Efron & Ruth, 2019). Interactional meta-discourse markers, which build a connection between reader and writer, play a crucial role in this process, especially as researchers develop academically across degree levels. This corpus-based study examines the use of interactional metadiscourse markers in the discussion sections of 42 works in applied linguistics—21 PhD theses and 21 master's dissertations—from various Algerian universities. Using Hyland's framework for stance and engagement markers, AntConc software was used to generate frequency lists and concordances for each marker. Normalized frequencies were calculated and statistically analyzed to identify significant differences and to compare how MA and PhD applied linguistics dissertations/theses differ in their use of these markers. The findings revealed that, compared to their MA dissertations, PhD researchers showed notable progress in stance making in their PhD theses. They used more hedges and self-mentions, and fewer boosters and attitude markers, indicating a shift towards a more reflective stance. Additionally, PhD researchers showed a more interactive and engaging approach by increasing the use of reader pronouns, personal asides, and questions. Based on these findings, the study discusses pedagogical implications, acknowledges limitations, and proposes recommendations to guide future research in this area.
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    Shades of identity
    (Oum-El-Bouaghi, 2020) Mansouri, chayma; Melgani, Haroun
    Second language learners' identity has been at the core of a plethora of studies; however, there seems to be insufficient research on how such concept is accounted for within the Algerian academic context. This study, informed by work done by John and Tang (1999), aims at exploring how Algerian and foreign students' identities are implemented within the academic and Non-Academic setting of writing in the larger frame of learning and teaching English as a foreign language. This study identified different linguistic and thematic schemes the participants, who are master and doctoral students belonging to Algerian, French and English universities, adopted for the sake of asserting as well as concealing their identities throughout the writing tasks they were provided with. Such mechanisms were examined through the application of document analysis to the participants' pieces of writing which was later followed by discourse-based interviews to appraise whatever level of awareness the participants had in relation to how much authorial presence they emitted through each writing praxis. The results obtained from the analysis of the data generated reveal that, unlike foreign students who make sure to assert a strong authorial presence in both types of writing through their extensive use of personal pronouns projecting powerful authorial roles and their generation of themes related to, among many others, aspects of the autobiographical and discoursal facets of their identities, Algerian students are more inclined to conceal their identities in academic writing. This includes succumbing entirely to academic discursive practices by abstaining from incorporating the aforementioned elements to achieve impersonality; nevertheless, their Non-Academic writing represents the embodiment of their identities. On account of these findings, a set of pedagogical implications are provided to especially teachers along with a reference to the main obstructions that restrained the work from achieving its full potential.
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    Sociolinguistics meets education fostering dialect awareness among EFL learners for better production of standard codes
    (university of Oum El Bouaghi, 2016) Hiouani, Amira Sarra; Melgani, Haroun
    The inescapability of sociolinguistic variation as a systematic occurrence has long been acknowledged by contemporary linguists. Nonetheless, the undemanding notion of incorporating sociolinguistic diversity teaching programmes involving standard and non-standard employment of spoken language into english as a foreign Language (EFL) classes was only approached by handful researchers. In essence, the present investigation aims at highlighting the prominence of integrating a range of dialect awareness activities into the EFL curricula of algerian universities. In pursuance of this aim, first year LMD students at Larbi Ben M'Hidi university were selected as the target population of the study. Two of eight pre-arranged groups were settled on to form the experimental and control groups. The former underwent a sequence of observation sessions that took place prior to the pre-test and subsequent to the post-test. It was only after the pre-observation got to an end that the quasi-experiment was executed and was essentially one in which both groups were pre- and post-tested with dissimilar treatments in the midst of the two tests; namely, students in the experimental group undertook a series of dialect awareness activities and instructions about their application in contexts while the control group ones were merely exposed to authentic spoken language. The results obtained from the quantitative examination of the gathered data reveal that the integration of dialect awareness activities had a significant impact on raising the students' recognition about dialect variation which, in turn, substantially affected their academic oral production. On account of these findings, a number of pedagogical implications are given to teachers, students and course designers, with reference to the restraints that obstructed this work from being more elaborate.
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    Teachers and parents attitudes towards the integration of english as an additional linguistic option in Algerian primary schools
    (University of Oum El Bouaghi, 2023) Benabbas, Kawther; Melgani, Haroun
    The introduction of English in the Algerian primary schools has created a cloud of different opinions. Addressing this issue, the present study aims to investigate teachers' and parents' attitudes towards the integration of English in third year primary schools. Targeting 100 EFL teachers and 80 parents from different regions as a sample,it is hypothesised that EFL teachers and parents held positive opinions towards the addressed issue. In an attempt to accomplish the aforementioned aim and test the hypothesis, two questionnaires are used as the main tool of research adopting the descriptive quantitative method in the process. In light of the findings, the aforesaid hypothesis is confirmed given that both EFL teachers and parents have positive attitudes towards the implementation of English at the primary level of education. In addition, most of them adopt language schemes to encourage young children to learn English. Finally, this study can be of great importance to further research because it offers suggestions and recommendations to enhance foreign language teaching in Algeria.