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