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Auteur Mohammed Rafik Fadel
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Documents disponibles écrits par cet auteur (13)
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| Titre : |
he effects of digital storytelling on efl young learners’ listening comprehension : A case study of fourth year pupils in middle school |
| Type de document : |
texte imprimé |
| Auteurs : |
Mouna Adoui, Auteur ; Mohammed Rafik Fadel, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2012 |
| Importance : |
115 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 Effects Digital Storytelling Young Learners |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
D igital storytelling is a new way of the old art of storytelling. It is both artistic and
educational, in that it creates an enjoyable atmosphere in the classroom which helps pupils to
involve themselves in the lesson, and surrounds them with the language.
The aim of this dissertation is to assess the usefulness of digital storytelling in the teaching
of English as a foreign language in middle schools, and to evaluate the degree of its influence
on pupils’ listening comprehension.
To evaluate our hypothesis, we relied on two means of research: two questionnaires and the
test. First, two questionnaires were given to both teachers and learners to investigate their
opinions and attitudes towards the use of digital stories in FL classrooms. Moreover these
questionnaires helped us to have a view about the different techniques they utilize in teaching
and learning listening comprehension and how they proceed when facing incomprehensible
input. Second, the test which took place after exposing pupils to digital stories three times.
T he results obtained from the practical work confirmed our hypothesis and proved that
digital storytelling has educational and emotional benefits on young learners especially on
their listening comprehension.
These results lead us to invite teachers and educators to implement the art of digital stories
in the curriculum because of the benefits they bring to FL classrooms, in that it enhances
pupils’ listening comprehension and supports them to involve themselves in the lesson with
more enthusiasm. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6852 |
he effects of digital storytelling on efl young learners’ listening comprehension : A case study of fourth year pupils in middle school [texte imprimé] / Mouna Adoui, Auteur ; Mohammed Rafik Fadel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 115 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Effects Digital Storytelling Young Learners |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
D igital storytelling is a new way of the old art of storytelling. It is both artistic and
educational, in that it creates an enjoyable atmosphere in the classroom which helps pupils to
involve themselves in the lesson, and surrounds them with the language.
The aim of this dissertation is to assess the usefulness of digital storytelling in the teaching
of English as a foreign language in middle schools, and to evaluate the degree of its influence
on pupils’ listening comprehension.
To evaluate our hypothesis, we relied on two means of research: two questionnaires and the
test. First, two questionnaires were given to both teachers and learners to investigate their
opinions and attitudes towards the use of digital stories in FL classrooms. Moreover these
questionnaires helped us to have a view about the different techniques they utilize in teaching
and learning listening comprehension and how they proceed when facing incomprehensible
input. Second, the test which took place after exposing pupils to digital stories three times.
T he results obtained from the practical work confirmed our hypothesis and proved that
digital storytelling has educational and emotional benefits on young learners especially on
their listening comprehension.
These results lead us to invite teachers and educators to implement the art of digital stories
in the curriculum because of the benefits they bring to FL classrooms, in that it enhances
pupils’ listening comprehension and supports them to involve themselves in the lesson with
more enthusiasm. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6852 |
|
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| MSENG120132 | MSENG120132 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte integreAdobe Acrobat PDF | | |
| Titre : |
Students’ attitudes towards the effect of team-based learning on developing their speaking skill : A case study of first year students at the department of english mentouri university constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Ikram Fatima Derrahi, Auteur ; Mohammed Rafik Fadel, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2015 |
| Importance : |
79 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 Science Studies TEAM-BASED LEARNING DEVELOPING |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study investigates the effect of using Team-Based Learning as an instructional strategy to
help the students develop their speaking skills. This study tried to find out whether Team-
Based Learning would have a positive or negative effect on first year students of English. The
study also investigated the students’ attitudes toward this instructional strategy. Four groups
of five students were exposed to Team-Basel Learning activities. The observation was done
throughout the sessions and a questionnaire has been administered to the students at the end of
the treatment. Based on the collected data and analysis, the findings of the study have shown
that Team-Based Learning had a positive effect on the students’ speaking skill. Moreover, the
students’ attitudes toward the strategy were very positive. The study indicated that using
Team-Based Learning is likely to help in developing the students’ speaking skills |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6286 |
Students’ attitudes towards the effect of team-based learning on developing their speaking skill : A case study of first year students at the department of english mentouri university constantine [texte imprimé] / Ikram Fatima Derrahi, Auteur ; Mohammed Rafik Fadel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 79 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Science Studies TEAM-BASED LEARNING DEVELOPING |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This study investigates the effect of using Team-Based Learning as an instructional strategy to
help the students develop their speaking skills. This study tried to find out whether Team-
Based Learning would have a positive or negative effect on first year students of English. The
study also investigated the students’ attitudes toward this instructional strategy. Four groups
of five students were exposed to Team-Basel Learning activities. The observation was done
throughout the sessions and a questionnaire has been administered to the students at the end of
the treatment. Based on the collected data and analysis, the findings of the study have shown
that Team-Based Learning had a positive effect on the students’ speaking skill. Moreover, the
students’ attitudes toward the strategy were very positive. The study indicated that using
Team-Based Learning is likely to help in developing the students’ speaking skills |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6286 |
|
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| MSENG150076 | MSENG150076 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
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texte integreAdobe Acrobat PDF | | |
| Titre : |
The impact of subtitled digital storytelling on EFL learners’ reading comprehension : The case of third-year pupils at Hassan Bourghoud middle school in Constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Hala Yasmine Khaled, Auteur ; Hadjer Bellout, Auteur ; Mohammed Rafik Fadel, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| 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 Digital Storytelling Reading Comprehension EFL Learners |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This dissertation aims to investigate the impact of using subtitled digital storytelling, a technology-integrated instructional tool, on English as a foreign language (EFL) learners’ reading comprehension. Our supposition is that the combination of printed and audiovisual media satisfies the diverse learning styles and preferences of learners in addition to increasing motivation to read. Further, digital storytelling can facilitate word decoding. It is by means of two research tools that we achieved the aim of our study: the questionnaire and the test. Two questionnaires served to enquire into EFL middle school learners’ reading comprehension problems, attitudes toward digital storytelling, and its potential implementation. The first questionnaire was administered to fifteen middle school EFL teachers in Constantine. Another questionnaire was administered to thirty-three third-year middle school EFL learners at Hassan Bourghoud Middle School. Our second research tool, the test, served to empirically examine the impact of subtitled digital stories on reading comprehension. The results of this study confirmed our hypothesis that digital storytelling can enhance reading comprehension. Moreover, it can increase learners’ motivation to read. On this account, teachers should consider incorporating digital stories in their reading lessons |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4316 |
The impact of subtitled digital storytelling on EFL learners’ reading comprehension : The case of third-year pupils at Hassan Bourghoud middle school in Constantine [texte imprimé] / Hala Yasmine Khaled, Auteur ; Hadjer Bellout, Auteur ; Mohammed Rafik Fadel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 95 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Digital Storytelling Reading Comprehension EFL Learners |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This dissertation aims to investigate the impact of using subtitled digital storytelling, a technology-integrated instructional tool, on English as a foreign language (EFL) learners’ reading comprehension. Our supposition is that the combination of printed and audiovisual media satisfies the diverse learning styles and preferences of learners in addition to increasing motivation to read. Further, digital storytelling can facilitate word decoding. It is by means of two research tools that we achieved the aim of our study: the questionnaire and the test. Two questionnaires served to enquire into EFL middle school learners’ reading comprehension problems, attitudes toward digital storytelling, and its potential implementation. The first questionnaire was administered to fifteen middle school EFL teachers in Constantine. Another questionnaire was administered to thirty-three third-year middle school EFL learners at Hassan Bourghoud Middle School. Our second research tool, the test, served to empirically examine the impact of subtitled digital stories on reading comprehension. The results of this study confirmed our hypothesis that digital storytelling can enhance reading comprehension. Moreover, it can increase learners’ motivation to read. On this account, teachers should consider incorporating digital stories in their reading lessons |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4316 |
|
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| MSENG170049 | MSENG170049 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
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texte integreAdobe Acrobat PDF | | |
| Titre : |
The Impact of Using Songs As A Teaching Technique on First Year Students Speaking Skill The Case of First Year Students at the Department of Letters and English, Fr ères Mentouri Constantine 1 University |
| Type de document : |
texte imprimé |
| Auteurs : |
Hadjer Bouab, Auteur ; Mohammed Rafik Fadel, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2021 |
| Importance : |
104 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie electronique PDF disponible au BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Student Talking Time Teacher Talking Time English Language Teaching. |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This dissertation aims to shed light on the impact of songs on EFL learners’ speaking skill. This
study suggests songs as an model material in the teaching-learning process. It is also an attempt
to explore whether English songs can help us to achieve a relaxed atmosphere inside the
classroom whereas learners are motivated to speak fluently. It is by means of the questionnaire;
we achieved the aim of our study. Two questionnaires served to enquire into First Year learners’
speaking problems, attitudes towards English songs, and their probable implementation. The
first questionnaire was administered to seven Oral Expression teachers at the department of
English, Mentouri Brothers University, Constantine1. Another questionnaire was administered
to 61 First Year students in the same department. The results of this study confirmed our
hypothesis that songs can enhance the students’ speaking skill. Further, it can increase learners’
motivation to speak. On this reason, teachers should consider incorporating songs in their Oral
Expression lessons. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15359 |
The Impact of Using Songs As A Teaching Technique on First Year Students Speaking Skill The Case of First Year Students at the Department of Letters and English, Fr ères Mentouri Constantine 1 University [texte imprimé] / Hadjer Bouab, Auteur ; Mohammed Rafik Fadel, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 104 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Student Talking Time Teacher Talking Time English Language Teaching. |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
This dissertation aims to shed light on the impact of songs on EFL learners’ speaking skill. This
study suggests songs as an model material in the teaching-learning process. It is also an attempt
to explore whether English songs can help us to achieve a relaxed atmosphere inside the
classroom whereas learners are motivated to speak fluently. It is by means of the questionnaire;
we achieved the aim of our study. Two questionnaires served to enquire into First Year learners’
speaking problems, attitudes towards English songs, and their probable implementation. The
first questionnaire was administered to seven Oral Expression teachers at the department of
English, Mentouri Brothers University, Constantine1. Another questionnaire was administered
to 61 First Year students in the same department. The results of this study confirmed our
hypothesis that songs can enhance the students’ speaking skill. Further, it can increase learners’
motivation to speak. On this reason, teachers should consider incorporating songs in their Oral
Expression lessons. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15359 |
|
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Réserver ce document
Exemplaires (1)
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| MSENG210063 | MSENG210063 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
Texte intégréAdobe Acrobat PDF | | |
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Students’ attitudes towards the effect of team-based learning on developing their speaking skill / Ikram Fatima Derrahi
