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This research paper is purely exploratory as it attempts to investigate the efficiency of the English Access Micro scholarship Program two-year intensive classes in terms of language teaching and specifically English oral proficiency enhancement. It also captures an overview of the Program implementation process, characteristics As well as specificities, objectives, and weaknesses. Data was collected through audio-recorded interviews of Access participants who completed a two-year instruction period at Avicenna School of Bechar that were analyzed and graded by two Teachers at the English Department of Tahri Mohamed University. The obtained results have shown that the English Access Micro scholarship Program provides effective English teaching and that the teaching methods used throughout the Program in addition to the enhancement activities ensured noticeable results in terms of English fluency and accuracy.

Due to issues including uninspired teaching techniques and language anxiety, students at Al- Quds Open University, particularly those enrolled in the media major, experience difficulties in establishing strong oral communication skills in a multicultural context. A potential remedy is digital story-telling, which uses multimedia to craft captivating stories that appeal to students who are accustomed to using digital devices. This study evaluated how digital story-telling improved media students' spoken English communication abilities in the second semester of the 2023-2024 academic year. Incorporating motifs from the current Tufan al-Aqsa conflict, the study sought to offer stimulating and culturally appropriate educational opportunities. Twenty-seven individuals completed questionnaires in addition to pre- and post-test assessments. Statistical analysis revealed a significant improvement in oral skills, supporting the efficacy of digital storytelling. Questionnaire responses emphasized its potential to boost students' confidence in spoken English. Finally, digital story-telling is recommended as a dynamic educational medium, especially in culturally varied environments, since it effectively improves the spoken communication abilities of media students at Al-Quds University in English.

سنحاول من خلال هذا البحث إظهار وبرهنة وجود لغة فرنسية خاصة بالمتكلم الجزائري، في هذا الإطار قمنا بإجراء يهدف إلى تقييم الكفاءة الشفاهية (الإنتاج والتعبير الشفهي) للمتعلم الجزائري على مستوى قسم اللغة الفرنسية وآدابها، ولهذا الشأن قدمنا تمارين يعرض من خلالها المتعلم تعبيرا شفهيا يخص ملفا معينا (صور فوتوغرافية...) وإجراء مبادلات شفاهية تتمحور حول قضايا الساعة التي تهم الطالب. وبعدها، قمنا بتدوين التسجيلات الصوتية، ثم عمدنا إلي تقييمها بغرض بنائها ضمن شبكة تقويمية. وما ينبغي التنبيه عليه هو أن هذه هذه الشبكة تأخذ في الحسبان الكفاءة اللغوية، والكفاءة البرغاماتية، والكفاءة السويسو اجتماعية. وفي الأخير نشير إلى أنه تم تسليط الضوء علي نوعية اللغة الفرنسية لدى المتعلم الجزائري ومن الواضح جدا إن الخصائص التي تم دراستها تثبت جليا عن وجود لغة فرنسية خاصة تحددت معالمها على المستوى اللفظي والنحوي والصرفي والنصي.

Notre contribution vise à mettre en lumière la différence entre l'évaluation de la compétence communicative par les enseignants et l'auto évaluation de cette compétence effectuée par l'apprenant. Elle souligne également l'importance de l'éducation à l'auto-évaluation dès les premiers moments de la pratique de l'enseignement et de l'apprentissage afin de mesurer les progrès de l'apprentissage et d'encourager l'autonomie. L'objectif de cette recherche est de vérifier l'autonomie, la conscience et la responsabilité des étudiants de deuxième année en licence à l'Université Blida 2 dans leur processus d'apprentissage. Afin d'être cohérents dans notre étude, nous avons d'abord défini des concepts clés tels que la compétence communicative, l'évaluation et l'auto-évaluation, puis nous avons décrit les instruments utilisés dans la recherche tout en analysant simultanément les données obtenues de l'enquête. Enfin, nous avons comparé les résultats de l'évaluation avec ceux de l'autoévaluation afin de répondre aux questions initiales.

This study aimed at investigating the reality of oral proficiency of English majors at AL-Azhar University-Gaza. The researcher conducted an oral proficiency test on a sample of (22) sophomore English majors who were chosen from the Faculty of Education at AL- Azhar University-Gaza during the first semester of the academic year 2014-2015. The participants of the study included 12 females and 10 males who were divided according to their cumulative general points average (CGPA) into 11 high achievers and 11 low achievers.The instrument required for the study was an oral proficiency test and two trained English language instructors recorded and analyzed the participants' oral production . The instructors' analyses of the participants' oral production consisted of grammar accuracy, syntactic complexity and fluency. Results revealed that the oral proficiency of high and low achievers of English majors at AL-Azhar University-Gaza is not up to the required level of English foreign language learners' level.