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Auteur Hacene SAADI |
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Titre : Authentic videos as a motivational strategy in enhancing learners’ vocabulary : Case study of third year english language students at frères mentouri university Type de document : texte imprimé Auteurs : Selma Yacoub, Auteur ; Hacene SAADI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 78 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Authentic Videos,motivational,Enhancing Learners Index. décimale : 420 Langue anglaise Résumé : The current study probes the use of authentic videos as a motivational technique to enrich
EFL learners’ vocabulary load. Our population consists of third year students and teachers of
oral expression at the department of Letters and English Language, Frères Mentouri
University. The hypothesis adopted in this study sets out that the use of authentic videos in
foreign language classes, would enhance student’s vocabulary knowledge. To test our
hypothesis, we opted for the descriptive method to attain our objective. Two questionnaires
are used to know the teachers’ and students’ perceptions and attitudes regarding the use of
authentic videos to enrich EFL learners’ vocabulary inside and outside the classroom. The
results obtained have shown that both teachers and students welcome and are in favour for the
use of videos as an effective pedagogical tool for promoting learner’s classroom motivation
and participation, which in turn improves student’s vocabulary knowledge. Moreover, both
of the respondents teachers and students encourage the use of videos as much as possible to
develop other aspects of language; grammar, pronunciation, listening, culture, among others.
At the light of these results, the previously mentioned hypothesis is successfully confirmed by
using new inventive ways like videos as a first-aid technique which leads to maximize
vocabulary knowledge and eventually to master the English languageDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9704 Authentic videos as a motivational strategy in enhancing learners’ vocabulary : Case study of third year english language students at frères mentouri university [texte imprimé] / Selma Yacoub, Auteur ; Hacene SAADI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 78 f. ; 30 cm.
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Authentic Videos,motivational,Enhancing Learners Index. décimale : 420 Langue anglaise Résumé : The current study probes the use of authentic videos as a motivational technique to enrich
EFL learners’ vocabulary load. Our population consists of third year students and teachers of
oral expression at the department of Letters and English Language, Frères Mentouri
University. The hypothesis adopted in this study sets out that the use of authentic videos in
foreign language classes, would enhance student’s vocabulary knowledge. To test our
hypothesis, we opted for the descriptive method to attain our objective. Two questionnaires
are used to know the teachers’ and students’ perceptions and attitudes regarding the use of
authentic videos to enrich EFL learners’ vocabulary inside and outside the classroom. The
results obtained have shown that both teachers and students welcome and are in favour for the
use of videos as an effective pedagogical tool for promoting learner’s classroom motivation
and participation, which in turn improves student’s vocabulary knowledge. Moreover, both
of the respondents teachers and students encourage the use of videos as much as possible to
develop other aspects of language; grammar, pronunciation, listening, culture, among others.
At the light of these results, the previously mentioned hypothesis is successfully confirmed by
using new inventive ways like videos as a first-aid technique which leads to maximize
vocabulary knowledge and eventually to master the English languageDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9704 Réservation
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texte intégreAdobe Acrobat PDFCognitive Development and Problem Solving Skill in Preoperational Children The case of five years old children at the Military Kindergarten, Mansourah, Constantine / Roumaissa Bougherara
Titre : Cognitive Development and Problem Solving Skill in Preoperational Children The case of five years old children at the Military Kindergarten, Mansourah, Constantine Type de document : texte imprimé Auteurs : Roumaissa Bougherara, Auteur ; Hacene SAADI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2019 Importance : 114 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate whether children‟s engagement in problem
solving activities develop their cognitive abilities through following Piaget‟s theory of
Cognitive Development in the Algerian preoperational children at kindergarten. The
background ideas of our research have focused on the theoretical foundations and
results of previous works on cognitive development and problem solving studies. The
theory of the great psychologist, Jean Piaget, has been proposed to investigate
children‟s problem solving capacity as a part of their cognitive development. In this
research we hypothesize that if Algerian preoperational children at kindergarten
engage in problem solving activities, their cognitive abilities would develop. To
achieve the aim of our study and test our hypothesis, we used two tools of research:
an observation and an experiment. The observation was used in order to collect data
and some information about the setting, children‟s behavior and the teaching program.
The experiment, however, was needed to analyze children‟s problem solving capacity
and the applicability of Piaget‟s cognitive developmental theory of the preoperational
children since it is a small scale replication study. Furthermore, three tests have been
designed in the experiment to gather enough information about children‟s cognitive
capacities. From the analysis of our results regarding cognitive development and
problem solving tests, we can deduce that, in accordance with what was expected by
theoretical studies, children participation in problem solving activities seems to have a
great impact on developing preoperational cognitive abilities.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12578 Cognitive Development and Problem Solving Skill in Preoperational Children The case of five years old children at the Military Kindergarten, Mansourah, Constantine [texte imprimé] / Roumaissa Bougherara, Auteur ; Hacene SAADI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 114 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Français (fre)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : The present study attempts to investigate whether children‟s engagement in problem
solving activities develop their cognitive abilities through following Piaget‟s theory of
Cognitive Development in the Algerian preoperational children at kindergarten. The
background ideas of our research have focused on the theoretical foundations and
results of previous works on cognitive development and problem solving studies. The
theory of the great psychologist, Jean Piaget, has been proposed to investigate
children‟s problem solving capacity as a part of their cognitive development. In this
research we hypothesize that if Algerian preoperational children at kindergarten
engage in problem solving activities, their cognitive abilities would develop. To
achieve the aim of our study and test our hypothesis, we used two tools of research:
an observation and an experiment. The observation was used in order to collect data
and some information about the setting, children‟s behavior and the teaching program.
The experiment, however, was needed to analyze children‟s problem solving capacity
and the applicability of Piaget‟s cognitive developmental theory of the preoperational
children since it is a small scale replication study. Furthermore, three tests have been
designed in the experiment to gather enough information about children‟s cognitive
capacities. From the analysis of our results regarding cognitive development and
problem solving tests, we can deduce that, in accordance with what was expected by
theoretical studies, children participation in problem solving activities seems to have a
great impact on developing preoperational cognitive abilities.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12578 Réservation
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Texte intégréAdobe Acrobat PDF
Titre : Teachers' Perceptions of the Relationship between Learning Strategies and Critical Thinking in Learning English as a Foreign Language Department of Letters and English, University "Frères Mentouri", Constantine 1 Type de document : texte imprimé Auteurs : Hadjer Hammadi, Auteur ; Hacene SAADI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2019 Importance : 91 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Français (fre) Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : Thinking critically is a noteworthy characteristic that University students are expected
to have. This ability helps in the process of learning English as a foreign language in
the sense that learners become capable of guiding their own learning through the
appropriate adoption of language learning strategies. The present study attempts to
investigate the potential relationship between critical thinking and language learning
strategies, based on teachers' opinions. It aims at investigating teachers' viewpoints on
learners' critical thinking ability, and their opinions concerning the implementation of
critical thinking in English language learning. Therefore, we hypothesize that if
learners of English as a foreign language develop their critical thinking ability, then
their language learning would be more strategic. To reach the aim of the study, we
have relied on a structured teachers' questionnaire as a tool of research. We attempt to
cover teachers' perceptions regarding learners' critical thinking skills and learners'
awareness of the different language learning strategies. Thus, we attempt to figure out
the relationship between the two and their importance in English language learning.
The results are in the direction of our hypothesis in the sense that they stress the fact
that critical thinking helps in making English language learning more strategic.
Consequently, critical thinking guides the adoption of the different language learning
strategies. It is suggested that teachers should use tasks that activate learners' mental
capacities and promote their critical thinking. This leads to the appropriate use of
language learning strategies and, therefore, better learning outcomes.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12458 Teachers' Perceptions of the Relationship between Learning Strategies and Critical Thinking in Learning English as a Foreign Language Department of Letters and English, University "Frères Mentouri", Constantine 1 [texte imprimé] / Hadjer Hammadi, Auteur ; Hacene SAADI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2019 . - 91 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Français (fre)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : Thinking critically is a noteworthy characteristic that University students are expected
to have. This ability helps in the process of learning English as a foreign language in
the sense that learners become capable of guiding their own learning through the
appropriate adoption of language learning strategies. The present study attempts to
investigate the potential relationship between critical thinking and language learning
strategies, based on teachers' opinions. It aims at investigating teachers' viewpoints on
learners' critical thinking ability, and their opinions concerning the implementation of
critical thinking in English language learning. Therefore, we hypothesize that if
learners of English as a foreign language develop their critical thinking ability, then
their language learning would be more strategic. To reach the aim of the study, we
have relied on a structured teachers' questionnaire as a tool of research. We attempt to
cover teachers' perceptions regarding learners' critical thinking skills and learners'
awareness of the different language learning strategies. Thus, we attempt to figure out
the relationship between the two and their importance in English language learning.
The results are in the direction of our hypothesis in the sense that they stress the fact
that critical thinking helps in making English language learning more strategic.
Consequently, critical thinking guides the adoption of the different language learning
strategies. It is suggested that teachers should use tasks that activate learners' mental
capacities and promote their critical thinking. This leads to the appropriate use of
language learning strategies and, therefore, better learning outcomes.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12458 Réservation
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Texte intégréAdobe Acrobat PDF
Titre : The Impact of Self-Esteem on the Students’ Academic Performance Type de document : texte imprimé Auteurs : Yasser Oussalah, Auteur ; Hacene SAADI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI Année de publication : 2014 Importance : 62.f Format : 30cm. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Lettres et Langues Etrangères Index. décimale : 420 Langue anglaise Résumé : Self-esteem has long been the subject of research among educators, psychologists and sociologists. The self-recognition of one‘s own worth, or the lack of it, can be an enduring trait which can be observed by researchers when they come to the analysis and interpretation of learners‘ achievement. High self-esteem is seen as desirable; we are supposed to want high self-esteem in a way that we are supposed to desire good physical health or prosperity. Therefore, high self-esteem is deemed to be good for individuals who have it but also good for the society as a whole. Our general problem is concerned about a better understanding of the relationship between self-esteem and students‘ academic performance. Our study includes a sample of 30 LMD third year students of English as a foreign language at Constantine 1 university, In order to analyze and interpret the data, a calculation of the correlation between the two variables would be adequate, the analysis of the correlation enables to reveal how stronger or weaker the relationships between such variables. The hypothesis of the research is concerned about the impact of self-esteem on the academic performance, and how it would play a very important role in leading to success or failure in higher educational environment. Globally the obtained results are not in the direction of our hypothesis. Finally, our goal is to find solutions to improve the self-image of the students, by advising them to trust their abilities by forgetting the fear and the fact of being judged, the enhancement can be seen in the better use of their potential both academically and socially. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1333 The Impact of Self-Esteem on the Students’ Academic Performance [texte imprimé] / Yasser Oussalah, Auteur ; Hacene SAADI, Directeur de thèse . - CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI, 2014 . - 62.f ; 30cm.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Lettres et Langues Etrangères Index. décimale : 420 Langue anglaise Résumé : Self-esteem has long been the subject of research among educators, psychologists and sociologists. The self-recognition of one‘s own worth, or the lack of it, can be an enduring trait which can be observed by researchers when they come to the analysis and interpretation of learners‘ achievement. High self-esteem is seen as desirable; we are supposed to want high self-esteem in a way that we are supposed to desire good physical health or prosperity. Therefore, high self-esteem is deemed to be good for individuals who have it but also good for the society as a whole. Our general problem is concerned about a better understanding of the relationship between self-esteem and students‘ academic performance. Our study includes a sample of 30 LMD third year students of English as a foreign language at Constantine 1 university, In order to analyze and interpret the data, a calculation of the correlation between the two variables would be adequate, the analysis of the correlation enables to reveal how stronger or weaker the relationships between such variables. The hypothesis of the research is concerned about the impact of self-esteem on the academic performance, and how it would play a very important role in leading to success or failure in higher educational environment. Globally the obtained results are not in the direction of our hypothesis. Finally, our goal is to find solutions to improve the self-image of the students, by advising them to trust their abilities by forgetting the fear and the fact of being judged, the enhancement can be seen in the better use of their potential both academically and socially. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1333 Réservation
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Titre : The relationship between self-efficacy and efl learners’ written production : A case study of master 1 lmd students- constantine universty 1 Type de document : texte imprimé Auteurs : Soumia HADJ AISSA, Auteur ; Hacene SAADI, Auteur Editeur : CONSTANTINE [ALGERIE] : Université Mentouri Constantine Année de publication : 2016 Importance : 127.f Format : 30 cm Note générale : copie électronique disponible Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : Self-efficacy is nowadyas an important issue in the field of second language acquisition research. Students‟ self-beliefs about writing have received modest attention both from researchers in the field of composition and from self-efficacy researchers who had focused their efforts in the area of mathematics. Some recent attempts of research shed light on the influence of self-efficacy beliefs on academic writing outcomes, followed by a number of research findings that investigated the relationship between writing self-efficacy and writing outcomes in academic settings. The purpose of the current study is to investigate the significant relationship between writing self-efficacy and writing performance among Algerian, LMD Master 1 degree students, who are studying English as a second/foreign language at Constantine University. To explore their views in more depth, the instruments used in this study are two questionnaires and a test handed out to a sample of both students and teachers. Our hypothesis states that : if EFL Master 1 learners, at Constantine University 1, have sufficiently high writing self efficay, then they would produce better pieces of writing than those with low writing self efficacy. The sample was selected at random to fill in the questionnaire enquiring about both students‟ and teachers‟ general self efficacy and writing self efficacy. The study findings reveal various degrees of students‟ writing confidence and different degrees of their test marks. The results are in favour of our hypothesis, in that Master 1 students do produce better pieces of writing when they have sufficiently high self efficacy belief than those with low self efficacy. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2527 The relationship between self-efficacy and efl learners’ written production : A case study of master 1 lmd students- constantine universty 1 [texte imprimé] / Soumia HADJ AISSA, Auteur ; Hacene SAADI, Auteur . - CONSTANTINE [ALGERIE] : Université Mentouri Constantine, 2016 . - 127.f ; 30 cm.
copie électronique disponible
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langue Anglaise Index. décimale : 420 Langue anglaise Résumé : Self-efficacy is nowadyas an important issue in the field of second language acquisition research. Students‟ self-beliefs about writing have received modest attention both from researchers in the field of composition and from self-efficacy researchers who had focused their efforts in the area of mathematics. Some recent attempts of research shed light on the influence of self-efficacy beliefs on academic writing outcomes, followed by a number of research findings that investigated the relationship between writing self-efficacy and writing outcomes in academic settings. The purpose of the current study is to investigate the significant relationship between writing self-efficacy and writing performance among Algerian, LMD Master 1 degree students, who are studying English as a second/foreign language at Constantine University. To explore their views in more depth, the instruments used in this study are two questionnaires and a test handed out to a sample of both students and teachers. Our hypothesis states that : if EFL Master 1 learners, at Constantine University 1, have sufficiently high writing self efficay, then they would produce better pieces of writing than those with low writing self efficacy. The sample was selected at random to fill in the questionnaire enquiring about both students‟ and teachers‟ general self efficacy and writing self efficacy. The study findings reveal various degrees of students‟ writing confidence and different degrees of their test marks. The results are in favour of our hypothesis, in that Master 1 students do produce better pieces of writing when they have sufficiently high self efficacy belief than those with low self efficacy. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2527 Réservation
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