Teachers’ and Learners’ Attitudes Towards the Effect of Self-Esteem on Enhancing the Speaking Skill The Case of Third Year Students of English at the University of Frères MENTOURI, Constantine / Hadjer Boudiaf 

Public ISBD Titre : Teachers’ and Learners’ Attitudes Towards the Effect of Self-Esteem on Enhancing the Speaking Skill The Case of Third Year Students of English at the University of Frères MENTOURI, Constantine Type de document : texte imprimé Auteurs : Hadjer Boudiaf, Auteur ; Ratiba Kihel, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 100 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Pronunciation  Grammar  Vocabulary  Fluency  Comprehension. Index. décimale : 420 Langue anglaise Résumé : Speaking freely, fluently, and confidently is the main purpose that students of English want to achieve for many reasons, including conveying their thoughts, opinions, ideas, etc. However, speaking in English is not an easy task to do; many foreign learners are unable to master speaking in English. So, they find it hard to communicate easily, because speaking is related to the affective side. This study seeks to investigate the perceptions of third-year students of English and teachers of Oral Expression at “Fréres Mentouri” university Constantine, about the effect of self-esteem on students' speaking skills. Thus, we hypothesize that if third-year students of English have a high level of self-esteem, their speaking skills will be enhanced. To conduct this research, two questionnaires are used as means of research to test our hypothesis, one is distributed to third-year students of English, and the other is administered to Oral Expression teachers in order to know their perceptions towards whether high self-esteem affects the speaking performance or not, the results obtained from the two questionnaires revealed the importance of having a high level of selfesteem and its positive impact on students’ speaking performance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15805 Teachers’ and Learners’ Attitudes Towards the Effect of Self-Esteem on Enhancing the Speaking Skill The Case of Third Year Students of English at the University of Frères MENTOURI, Constantine [texte imprimé] / Hadjer Boudiaf, Auteur ; Ratiba Kihel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 100 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Pronunciation  Grammar  Vocabulary  Fluency  Comprehension. Index. décimale : 420 Langue anglaise Résumé : Speaking freely, fluently, and confidently is the main purpose that students of English want to achieve for many reasons, including conveying their thoughts, opinions, ideas, etc. However, speaking in English is not an easy task to do; many foreign learners are unable to master speaking in English. So, they find it hard to communicate easily, because speaking is related to the affective side. This study seeks to investigate the perceptions of third-year students of English and teachers of Oral Expression at “Fréres Mentouri” university Constantine, about the effect of self-esteem on students' speaking skills. Thus, we hypothesize that if third-year students of English have a high level of self-esteem, their speaking skills will be enhanced. To conduct this research, two questionnaires are used as means of research to test our hypothesis, one is distributed to third-year students of English, and the other is administered to Oral Expression teachers in order to know their perceptions towards whether high self-esteem affects the speaking performance or not, the results obtained from the two questionnaires revealed the importance of having a high level of selfesteem and its positive impact on students’ speaking performance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15805

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The Effect of Teachers‘ Personality Variables: Neuroticism on Learners‘ Motivation. The Case of Second-Year Secondary School Pupils at Abderrahman Bouras Secondary School, Constantine. / Djohor Ibtissem 

Public ISBD Titre : The Effect of Teachers‘ Personality Variables: Neuroticism on Learners‘ Motivation. The Case of Second-Year Secondary School Pupils at Abderrahman Bouras Secondary School, Constantine. Type de document : texte imprimé Auteurs : Djohor Ibtissem, Auteur ; Ratiba Kihel, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 131 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : The Theoretical Background  The Physiological Needs  The Goal Theory. Index. décimale : 420 Langue anglaise Résumé : This research aims to determine the effect of secondary school teachers' personality variables, especially neuroticism, on pupils' motivation to study. It also attempts to examine whether teachers‘ personality characteristics affect their effectiveness in work. Thus, it can be hypothesized that if learners in classrooms had teachers with low scores for neuroticism, they would be more motivated to study. To answer the previous stated aims and test the hypothesis, an investigation is conducted among 40 second-year pupils at Abderrahman Bouras secondary school, and 8 teachers from the same secondary school. The data collected is quantitative through the use of a questionnaire and a test. The analysis of the obtained data have revealed that second year pupils' motivation is greatly influenced by the teacher‘s personality. The neurotic teacher is considered as a frustrating factor for learners' motivation to study, especially if the teacher has low degrees of conscientiousness and agreeableness. The results have also show that neuroticism negatively affects the teacher's effectiveness, while low rates of neuroticism increase the effectiveness of the teacher and the development of pupils' motivation to study Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15383 The Effect of Teachers‘ Personality Variables: Neuroticism on Learners‘ Motivation. The Case of Second-Year Secondary School Pupils at Abderrahman Bouras Secondary School, Constantine. [texte imprimé] / Djohor Ibtissem, Auteur ; Ratiba Kihel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 131 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : The Theoretical Background  The Physiological Needs  The Goal Theory. Index. décimale : 420 Langue anglaise Résumé : This research aims to determine the effect of secondary school teachers' personality variables, especially neuroticism, on pupils' motivation to study. It also attempts to examine whether teachers‘ personality characteristics affect their effectiveness in work. Thus, it can be hypothesized that if learners in classrooms had teachers with low scores for neuroticism, they would be more motivated to study. To answer the previous stated aims and test the hypothesis, an investigation is conducted among 40 second-year pupils at Abderrahman Bouras secondary school, and 8 teachers from the same secondary school. The data collected is quantitative through the use of a questionnaire and a test. The analysis of the obtained data have revealed that second year pupils' motivation is greatly influenced by the teacher‘s personality. The neurotic teacher is considered as a frustrating factor for learners' motivation to study, especially if the teacher has low degrees of conscientiousness and agreeableness. The results have also show that neuroticism negatively affects the teacher's effectiveness, while low rates of neuroticism increase the effectiveness of the teacher and the development of pupils' motivation to study Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15383

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The Effect of Timetable Management on EFL Students’ Motivation A Case Study of Master One Students of English & Didactics At Mentouri University - Constantine 1 / Ratiba Kihel 

Public ISBD Titre : The Effect of Timetable Management on EFL Students’ Motivation A Case Study of Master One Students of English & Didactics At Mentouri University - Constantine 1 Type de document : texte imprimé Auteurs : Ratiba Kihel, Auteur ; Mounder Kessasra, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 96 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Timetable Management  Motivation  sharply enhance. Index. décimale : 420 Langue anglaise Résumé : The study aims to shed light on motivation as a phenomenon in relation to timetabling management. Students are struggling with low levels of motivation on a daily basis while academics still cannot fathom the roots of such a problem, blaming students for their lack of interest and disengagement. Thus, this study attempts to clear out the stigma surrounding motivation as it claims that the problem lies deep within the mental and physical attributions in reference to timetabling. Hence, this piece of research aims to explore to what extent placing more focus on timetable management could have on students’ motivation, overall well-being, and academic performance, providing a better comprehension of students’ perspective on the matter. To achieve this purpose, it is hypothesized that if schedulers Minimised study hours, EFL students’ motivation would be greatly increased. A sample of 20 master one students, from the department of English at the University of Constantine 1, is randomly selected. Moreover, for the realization and completion of this research, an online questionnaire is designed to be distributed as a means of data collection. The results are later scrutinized, discussed, and analysed. Lastly, the accumulated data throughout this study reveals valuable feedback from the sample as it consolidates and confirms the hypothesis presented in this study, which in turn theorizes that if schedulers minimize study hours EFL students’ motivation will greatly increase and sharply enhance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13651 The Effect of Timetable Management on EFL Students’ Motivation A Case Study of Master One Students of English & Didactics At Mentouri University - Constantine 1 [texte imprimé] / Ratiba Kihel, Auteur ; Mounder Kessasra, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 96 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Timetable Management  Motivation  sharply enhance. Index. décimale : 420 Langue anglaise Résumé : The study aims to shed light on motivation as a phenomenon in relation to timetabling management. Students are struggling with low levels of motivation on a daily basis while academics still cannot fathom the roots of such a problem, blaming students for their lack of interest and disengagement. Thus, this study attempts to clear out the stigma surrounding motivation as it claims that the problem lies deep within the mental and physical attributions in reference to timetabling. Hence, this piece of research aims to explore to what extent placing more focus on timetable management could have on students’ motivation, overall well-being, and academic performance, providing a better comprehension of students’ perspective on the matter. To achieve this purpose, it is hypothesized that if schedulers Minimised study hours, EFL students’ motivation would be greatly increased. A sample of 20 master one students, from the department of English at the University of Constantine 1, is randomly selected. Moreover, for the realization and completion of this research, an online questionnaire is designed to be distributed as a means of data collection. The results are later scrutinized, discussed, and analysed. Lastly, the accumulated data throughout this study reveals valuable feedback from the sample as it consolidates and confirms the hypothesis presented in this study, which in turn theorizes that if schedulers minimize study hours EFL students’ motivation will greatly increase and sharply enhance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13651

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The Role of Teachers‘ Feedback in Enhancing Students‘ Speaking Skill The Case of Third Year LMD Students of English at Mentouri University, Constantine 1 / Chahinez Rached 

Public ISBD Titre : The Role of Teachers‘ Feedback in Enhancing Students‘ Speaking Skill The Case of Third Year LMD Students of English at Mentouri University, Constantine 1 Type de document : texte imprimé Auteurs : Chahinez Rached, Auteur ; Ratiba Kihel, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 118 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : The Speaking Skill and Feedback  The Importance of Feedback. Index. décimale : 420 Langue anglaise Résumé : During learning a foreign language, EFL students like to focus on different skills of the target language. The most desirable one to master among students is the speaking skill. This study aims at shedding light on the role of teachers in improving students‘ speaking skill through oral feedback during class. It also aims at showing the importance of a constructive feedback that helps students to correct their oral mistakes and errors. In order to reach this aim, a hypothesis was made that states that if teachers of Oral Expression provide an effective and proper feedback, learners' speaking skill will improve. To check the validity of this hypothesis, two questionnaires were submitted to students and teachers. The students‘ questionnaire was given to third year students of English, and the other one was administered to teachers of Oral Expression at the University of Mentouri, Constantine1 to determine their opinions about the role of teachers' feedback in improving the speaking skill. From the findings of both questionnaires, it can be deduced that the majority of students and teachers think that the students‘ oral interactions in the classroom are acceptable. Both students and teachers believe that giving feedback should be at the end, so it does not disturb the students‘ ideas. In addition, the majority of teachers and students think that feedback is important for the enhancement of the speaking skill. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15847 The Role of Teachers‘ Feedback in Enhancing Students‘ Speaking Skill The Case of Third Year LMD Students of English at Mentouri University, Constantine 1 [texte imprimé] / Chahinez Rached, Auteur ; Ratiba Kihel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 118 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : The Speaking Skill and Feedback  The Importance of Feedback. Index. décimale : 420 Langue anglaise Résumé : During learning a foreign language, EFL students like to focus on different skills of the target language. The most desirable one to master among students is the speaking skill. This study aims at shedding light on the role of teachers in improving students‘ speaking skill through oral feedback during class. It also aims at showing the importance of a constructive feedback that helps students to correct their oral mistakes and errors. In order to reach this aim, a hypothesis was made that states that if teachers of Oral Expression provide an effective and proper feedback, learners' speaking skill will improve. To check the validity of this hypothesis, two questionnaires were submitted to students and teachers. The students‘ questionnaire was given to third year students of English, and the other one was administered to teachers of Oral Expression at the University of Mentouri, Constantine1 to determine their opinions about the role of teachers' feedback in improving the speaking skill. From the findings of both questionnaires, it can be deduced that the majority of students and teachers think that the students‘ oral interactions in the classroom are acceptable. Both students and teachers believe that giving feedback should be at the end, so it does not disturb the students‘ ideas. In addition, the majority of teachers and students think that feedback is important for the enhancement of the speaking skill. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15847

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