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| Titre : |
Acomparative study between the effect of whole-class and pair work strategies on students’ reading comprehension : A case study of third year secondary school pupils |
| Type de document : |
texte imprimé |
| Auteurs : |
Meriem Khireddine, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2012 |
| Importance : |
81 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
language sciences Comparative Study Whole-Class Work Strategies |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Teachers of English as a foreign language are in constant search of what may help
their learners increase their reading comprehension. Strategies applied by teachers in
classes are seen as important variables which may have positive effects on readers’
comprehension. This research is an attempt to investigate the degree of the impact of
using whole-class and pair work strategies in enhancing pupils’ reading comprehension.
It aims at delineating which one of the strategies namely whole-class or pair work is
more effective in enhancing learners’ reading comprehension. To carry out our study, an
experimental design was opted for. We divide it into two parts in which the treatment of
the experiment is reserved for the participants in part one and part two. The learners
are supposed to read one informational text. Their reading comprehension is tested and
their achievements are marked. The t-test for related groups is used to determine
whether the obtained results are significant or not. Making the needed substitutions in
the t-test formula helps us in comparing the value of the observed t with the critical one
corresponding to the chosen level of significance and the number of the degrees of
freedom in both parts of the experiment. The obtained results are found to be
significant. This leads us to confirm that both strategies namely whole-class and pair
work enhance readers’ comprehension as stated in the hypotheses. After comparing the
findings of the two parts we found that pair work strategy is more effective than wholeclass
strategy in enhancing readers’ comprehension. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6629 |
Acomparative study between the effect of whole-class and pair work strategies on students’ reading comprehension : A case study of third year secondary school pupils [texte imprimé] / Meriem Khireddine, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 81 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
language sciences Comparative Study Whole-Class Work Strategies |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Teachers of English as a foreign language are in constant search of what may help
their learners increase their reading comprehension. Strategies applied by teachers in
classes are seen as important variables which may have positive effects on readers’
comprehension. This research is an attempt to investigate the degree of the impact of
using whole-class and pair work strategies in enhancing pupils’ reading comprehension.
It aims at delineating which one of the strategies namely whole-class or pair work is
more effective in enhancing learners’ reading comprehension. To carry out our study, an
experimental design was opted for. We divide it into two parts in which the treatment of
the experiment is reserved for the participants in part one and part two. The learners
are supposed to read one informational text. Their reading comprehension is tested and
their achievements are marked. The t-test for related groups is used to determine
whether the obtained results are significant or not. Making the needed substitutions in
the t-test formula helps us in comparing the value of the observed t with the critical one
corresponding to the chosen level of significance and the number of the degrees of
freedom in both parts of the experiment. The obtained results are found to be
significant. This leads us to confirm that both strategies namely whole-class and pair
work enhance readers’ comprehension as stated in the hypotheses. After comparing the
findings of the two parts we found that pair work strategy is more effective than wholeclass
strategy in enhancing readers’ comprehension. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6629 |
|
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texte integreAdobe Acrobat PDF | | |
| Titre : |
Enhancing students’ writing skill through cooperative learning |
| Type de document : |
texte imprimé |
| Auteurs : |
Kenza Hamzaoui, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2012 |
| Importance : |
105 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en Bus |
| Langues : |
Français (fre) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Enhancing Students through Cooperative Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Recent studies in the field of language teaching emphasize the importance the learning
process and the central role of the learner. With the new role that is assigned to the learner,
our classrooms have to be reconsidered and much more emphasis has to be given to the
learner. In fact, the learning context greatly affects the learner and the rate of his intake.
Because writing is significant, teachers’ techniques to teach this skill were investigated,
and more precisely the extent to which they incorporate elements of Cooperative Learning
(CL). Moreover, the student’ attitudes to group work were explored. Based on the aspects
investigated, two hypotheses were put. The first states teachers’ awareness of CL would lead
to create an affective learning environment through classroom participation in the writing
tasks. The second, on the other hand, is that students’ positive attitudes towards the use of
group work could positively correlate with their affective side.
T o carry out this study, two questionnaires were used: one for teachers of written
expression, and another for third year LMD students. The results of the teachers’
questionnaire showed that third year teachers are aware of the effective use of CL; a form of
teaching through the use group of work which is the first step towards CL. Students’
questionnaire demonstrated that third year students have positive attitudes towards group
work in teaching writing. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3557 |
Enhancing students’ writing skill through cooperative learning [texte imprimé] / Kenza Hamzaoui, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 105 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Français ( fre)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Enhancing Students through Cooperative Learning |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Recent studies in the field of language teaching emphasize the importance the learning
process and the central role of the learner. With the new role that is assigned to the learner,
our classrooms have to be reconsidered and much more emphasis has to be given to the
learner. In fact, the learning context greatly affects the learner and the rate of his intake.
Because writing is significant, teachers’ techniques to teach this skill were investigated,
and more precisely the extent to which they incorporate elements of Cooperative Learning
(CL). Moreover, the student’ attitudes to group work were explored. Based on the aspects
investigated, two hypotheses were put. The first states teachers’ awareness of CL would lead
to create an affective learning environment through classroom participation in the writing
tasks. The second, on the other hand, is that students’ positive attitudes towards the use of
group work could positively correlate with their affective side.
T o carry out this study, two questionnaires were used: one for teachers of written
expression, and another for third year LMD students. The results of the teachers’
questionnaire showed that third year teachers are aware of the effective use of CL; a form of
teaching through the use group of work which is the first step towards CL. Students’
questionnaire demonstrated that third year students have positive attitudes towards group
work in teaching writing. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3557 |
|
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texte integreAdobe Acrobat PDF | | |
| Titre : |
Improving EFL students’ oral performance through cooperative group work : The case of 3rd year LMD students of english at university of constantine 1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2011 |
| Importance : |
121 f. |
| Format : |
30 cm |
| Note générale : |
Une copie elelctronique PDF disponible en Buc. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Improving EFL Oral Performance Cooperative Group Work |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present research work aims to measure the effects of cooperative group work on
developing English Foreign Language students’ oral performance and communicative skills.
It is predominantly concerned with testing the robustness of deploying group work in
enhancing students’ spoken proficiency. It also sheds light on the significance of setting up a
comfortable and friendly environment. We hypothesize that foreign language learning is
inextricably linked with continual properly well- directed language practice. To test the
meaningfulness of our hypothesis we opted for using two self-completion questionnaires. One
is administered to third year LMD students reading for a BA in English. A second
questionnaire is administered to oral expression teachers at Constantine University 1. The
results obtained have disclosed that cooperative group work is an adequate technique for
maximizing students’ language practice and classroom oral participation which in turn has an
effect on the students’ oral performance. In addition to that, a t-test for independent group
design was also used as a general support to the questionnaire. These findings, accordingly,
are in conformity with our research hypothesis, in that students require to be provided with a
suitable technique to improve the speaking skill needed and to create hesitation-free,
motivating atmosphere. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3472 |
Improving EFL students’ oral performance through cooperative group work : The case of 3rd year LMD students of english at university of constantine 1 [texte imprimé] / Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 121 f. ; 30 cm. Une copie elelctronique PDF disponible en Buc. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Improving EFL Oral Performance Cooperative Group Work |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present research work aims to measure the effects of cooperative group work on
developing English Foreign Language students’ oral performance and communicative skills.
It is predominantly concerned with testing the robustness of deploying group work in
enhancing students’ spoken proficiency. It also sheds light on the significance of setting up a
comfortable and friendly environment. We hypothesize that foreign language learning is
inextricably linked with continual properly well- directed language practice. To test the
meaningfulness of our hypothesis we opted for using two self-completion questionnaires. One
is administered to third year LMD students reading for a BA in English. A second
questionnaire is administered to oral expression teachers at Constantine University 1. The
results obtained have disclosed that cooperative group work is an adequate technique for
maximizing students’ language practice and classroom oral participation which in turn has an
effect on the students’ oral performance. In addition to that, a t-test for independent group
design was also used as a general support to the questionnaire. These findings, accordingly,
are in conformity with our research hypothesis, in that students require to be provided with a
suitable technique to improve the speaking skill needed and to create hesitation-free,
motivating atmosphere. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3472 |
|
Exemplaires (1)
|
| MSENG110026 | MSENG110026 | Livre | Bibliothèque principale | Albums Enfants | Exclu du prêt |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
Improving EFL students’ oral performance through : The case of 3rd year LMD students of english at |
| Type de document : |
texte imprimé |
| Auteurs : |
Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2014 |
| Importance : |
122 f. |
| Format : |
30 cm. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
students cooperative EFL. |
| Index. décimale : |
422 Sciences du langage |
| Résumé : |
Ce travail de recherche a come objectif d’évaluer les effets du travail collectif et coopératif,
de développer la compétence orale des étudiants d’anglais comme langue étrangère et la
délicatesse de la communication. Il s’intéresse nécessairement au choix basique du bon usage
du travail de groupe, afin d’améliorer la performance orale des étudiants .Il met aussi la
projection sur l’importance de créer un environnement convenable et confortable. Nous
supposons que l’apprentissage de la langue étrangère est en parfaite relation avec la continuité
évidente et la bonne orientation de l’exercice linguistique. Pour choisir la signification de la
théorie employée, nous avons opté pour deux questionnaires de l’auto-remplissage. L’un des
deux est destiné aux étudiants de la troisième année L.M.D qui se préparent en vue
d’obtention d’une licence en anglais. L’autre a été destiné aux enseignants de l’expression
orale à l’université de Constantine I. les résultats obtenus ont découvert que le travail de
groupe est une technique idéale pour renforcer la pratique linguistique des étudiants et la
participation orale en classe qui a une influence sur la capacité orale des étudiants. En plus
l’examen ‘t’ consacré à la formation d’un groupe indépendant qui a été déjà usé comme
consolidation générale du questionnaire. Suite à ces résultats correspondant à la théorie de
notre recherche, puisque les étudiants ont besoin de plus de techniques pour améliorer la
créativité de communication, et afin de créer une atmosphère motivante nulle d’hésitation. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3408 |
Improving EFL students’ oral performance through : The case of 3rd year LMD students of english at [texte imprimé] / Souheyla Fethallah, Auteur ; Badr Eddine Sehili, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2014 . - 122 f. ; 30 cm. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
students cooperative EFL. |
| Index. décimale : |
422 Sciences du langage |
| Résumé : |
Ce travail de recherche a come objectif d’évaluer les effets du travail collectif et coopératif,
de développer la compétence orale des étudiants d’anglais comme langue étrangère et la
délicatesse de la communication. Il s’intéresse nécessairement au choix basique du bon usage
du travail de groupe, afin d’améliorer la performance orale des étudiants .Il met aussi la
projection sur l’importance de créer un environnement convenable et confortable. Nous
supposons que l’apprentissage de la langue étrangère est en parfaite relation avec la continuité
évidente et la bonne orientation de l’exercice linguistique. Pour choisir la signification de la
théorie employée, nous avons opté pour deux questionnaires de l’auto-remplissage. L’un des
deux est destiné aux étudiants de la troisième année L.M.D qui se préparent en vue
d’obtention d’une licence en anglais. L’autre a été destiné aux enseignants de l’expression
orale à l’université de Constantine I. les résultats obtenus ont découvert que le travail de
groupe est une technique idéale pour renforcer la pratique linguistique des étudiants et la
participation orale en classe qui a une influence sur la capacité orale des étudiants. En plus
l’examen ‘t’ consacré à la formation d’un groupe indépendant qui a été déjà usé comme
consolidation générale du questionnaire. Suite à ces résultats correspondant à la théorie de
notre recherche, puisque les étudiants ont besoin de plus de techniques pour améliorer la
créativité de communication, et afin de créer une atmosphère motivante nulle d’hésitation. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3408 |
|
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texte integreAdobe Acrobat PDF | | |
| Titre : |
Self-efficacy as a predictor of learners’ success in their english language achievement : The case study of third-year l.m.d students of english |
| Type de document : |
texte imprimé |
| Auteurs : |
Sarah Guerdouh, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
95 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Studies Self-Efficacy Learners’ Achievement |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Self-efficacy is considered as an important factor in the learning process. It can
stimulate as well as increase somebody’s own will in learning. This study traces in brief the
concepts of learning and self-efficacy by reviewing the main definitions, theories and models
that have affected their development. The main endeavor of the present dissertation is to
investigate the impact of students’ self-efficacy in relation to their success in learning the
English language. And to examine to which extent self-efficacy contributes to the prediction
of success. In order to carry out our study we hypothesized that «students’ who develop their
self-efficacy positively are likely to attain high level of achievement concerning learning the
English language ». To reach our stated objectives a students and teachers questionnaire were
designed. The students involved in the questionnaires were randomly chosen among third year
(LMD) students of English as a Foreign Language (Language Sciences) at the University of
Constantine 1. This investigation also includes a discussion of the results, which enable us to
confirm that self-efficacy has indeed a great and strong impact on learners’ academic success
in language learning. Thus, self-efficacy in (English as a Foreign Language) classrooms
especially in our university is a crucial goal that would not be realized unless learners believe
in their capabilities to perform well and achieve better in English language learning. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5617 |
Self-efficacy as a predictor of learners’ success in their english language achievement : The case study of third-year l.m.d students of english [texte imprimé] / Sarah Guerdouh, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 95 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Studies Self-Efficacy Learners’ Achievement |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Self-efficacy is considered as an important factor in the learning process. It can
stimulate as well as increase somebody’s own will in learning. This study traces in brief the
concepts of learning and self-efficacy by reviewing the main definitions, theories and models
that have affected their development. The main endeavor of the present dissertation is to
investigate the impact of students’ self-efficacy in relation to their success in learning the
English language. And to examine to which extent self-efficacy contributes to the prediction
of success. In order to carry out our study we hypothesized that «students’ who develop their
self-efficacy positively are likely to attain high level of achievement concerning learning the
English language ». To reach our stated objectives a students and teachers questionnaire were
designed. The students involved in the questionnaires were randomly chosen among third year
(LMD) students of English as a Foreign Language (Language Sciences) at the University of
Constantine 1. This investigation also includes a discussion of the results, which enable us to
confirm that self-efficacy has indeed a great and strong impact on learners’ academic success
in language learning. Thus, self-efficacy in (English as a Foreign Language) classrooms
especially in our university is a crucial goal that would not be realized unless learners believe
in their capabilities to perform well and achieve better in English language learning. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5617 |
|
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Réserver ce document
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texte integreAdobe Acrobat PDF | | |
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Acomparative study between the effect of whole-class and pair work strategies on students’ reading comprehension / Meriem Khireddine
