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Titre : |
Investigating the effect of direct and indirect corrective feedback on students’ writing performance : A case study of second year students, university of constantine |
Type de document : |
texte imprimé |
Auteurs : |
Moufida Ben ali, Auteur ; Hadda Bouras, Auteur ; Rania Boudaoud, Directeur de thèse |
Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
Année de publication : |
2017 |
Importance : |
80 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 Direct Corrective
Feedback Students’ Writing |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Providing students with corrective feedback on their writings is considered as a controversial
issue. Teachers are uncertain about its effectiveness and implementation in the field of
teaching and learning. This study aims at: first, investigating the effectiveness of two types of
written corrective feedback (direct and the indirect) in promoting students’ writing quality;
and second, investigating Written Expression teachers’ beliefs about feedback and their
feedback practices at the University of Mentouri, Constantine. To meet these aims, two basic
research tools were used. First, a questionnaire was administered to teachers of Written
Expression at UMC for the sake of investigating their attitudes towards feedback provision
and its importance for students’ improvement. It also highlights the most frequent used and
effective type of written corrective feedback. The second instrument is a corpus design in
which an analysis of students’ first and second drafts was conducted to investigate how
teachers respond to their students’ writing and how do student respond to their teacher’s
feedback. The results have shown that teachers of writing at UMC prefer to use the direct
written corrective feedback because they believe that it is the most effective type.
Investigating the effects of different types of written corrective feedback may save teachers’
and students’ time and effort as it allows teachers to adjust their practices according to what is
appropriate for their students’ needs |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5142 |
Investigating the effect of direct and indirect corrective feedback on students’ writing performance : A case study of second year students, university of constantine [texte imprimé] / Moufida Ben ali, Auteur ; Hadda Bouras, Auteur ; Rania Boudaoud, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 80 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
Language Sciences Direct Corrective
Feedback Students’ Writing |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Providing students with corrective feedback on their writings is considered as a controversial
issue. Teachers are uncertain about its effectiveness and implementation in the field of
teaching and learning. This study aims at: first, investigating the effectiveness of two types of
written corrective feedback (direct and the indirect) in promoting students’ writing quality;
and second, investigating Written Expression teachers’ beliefs about feedback and their
feedback practices at the University of Mentouri, Constantine. To meet these aims, two basic
research tools were used. First, a questionnaire was administered to teachers of Written
Expression at UMC for the sake of investigating their attitudes towards feedback provision
and its importance for students’ improvement. It also highlights the most frequent used and
effective type of written corrective feedback. The second instrument is a corpus design in
which an analysis of students’ first and second drafts was conducted to investigate how
teachers respond to their students’ writing and how do student respond to their teacher’s
feedback. The results have shown that teachers of writing at UMC prefer to use the direct
written corrective feedback because they believe that it is the most effective type.
Investigating the effects of different types of written corrective feedback may save teachers’
and students’ time and effort as it allows teachers to adjust their practices according to what is
appropriate for their students’ needs |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5142 |
|
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MSENG170223 | MSENG170223 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
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Titre : |
The effect of using language games on students’ vocabulary retention : The case of second-year students of english, department of letters and the english language, university of Constantine |
Type de document : |
texte imprimé |
Auteurs : |
Warda Louar, Auteur ; Dalila Khetatba, Auteur ; Rania Boudaoud, Auteur |
Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
Année de publication : |
2017 |
Importance : |
118 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 Using Language Students’ Vocabulary Retention |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Vocabulary knowledge is very necessary for language learning. There are many techniques
used by teachers in teaching new lexical items; among these techniques usinglanguage games.
Based on an exploratory study and a classroom experiment, the present study investigates the
effects of using language games in promoting students’ vocabulary retention and check the
hypothesis which is “If students are taught new vocabulary items by using language games,
then they would show better vocabulary retention”. To fulfill the objective, three means of
research are used: an exploratory study, a pretest posttest self-report questionnaire and an
experiment. 46 second-year students enrolled in the Department of Letters and English
Language at university of Constantine took part in the present study. The results obtained
showed that; first,second-year students have average vocabulary knowledge; second, the use
of language games as a technique of teaching vocabulary have improved to some extent
second-year students’ lexical knowledge and retention. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4336 |
The effect of using language games on students’ vocabulary retention : The case of second-year students of english, department of letters and the english language, university of Constantine [texte imprimé] / Warda Louar, Auteur ; Dalila Khetatba, Auteur ; Rania Boudaoud, Auteur . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 118 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
Language Sciences Using Language Students’ Vocabulary Retention |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Vocabulary knowledge is very necessary for language learning. There are many techniques
used by teachers in teaching new lexical items; among these techniques usinglanguage games.
Based on an exploratory study and a classroom experiment, the present study investigates the
effects of using language games in promoting students’ vocabulary retention and check the
hypothesis which is “If students are taught new vocabulary items by using language games,
then they would show better vocabulary retention”. To fulfill the objective, three means of
research are used: an exploratory study, a pretest posttest self-report questionnaire and an
experiment. 46 second-year students enrolled in the Department of Letters and English
Language at university of Constantine took part in the present study. The results obtained
showed that; first,second-year students have average vocabulary knowledge; second, the use
of language games as a technique of teaching vocabulary have improved to some extent
second-year students’ lexical knowledge and retention. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4336 |
|
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MSENG170060 | MSENG170060 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte integreAdobe Acrobat PDF | | |
Titre : |
The impact of constructive planning on students’ writing performance : The case of third-year students of english, university of constantine |
Type de document : |
texte imprimé |
Auteurs : |
Rania Boudaoud, Auteur ; Nacif Labed, Directeur de thèse |
Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
Année de publication : |
2011 |
Importance : |
75 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 Constructive Planning Students’ Writing |
Index. décimale : |
420 Langue anglaise |
Résumé : |
The capacity of expressing oneself effectively in the written language is very important in learning languages, and it is only by mastering the different crafting skills that students can produce acceptable compositions. Through the use of two different research instruments, the ultimate goal of this study was to investigate the position of constructive planning in writing instructions, and to check the validity of our hypothesis which is “if students plan constructively before drafting and write from their outlines, they will produce more effective compositions”. Through the use of teachers’ and students’ questionnaires, we found that poor content organization is the most common writing problem that students come up against. In spite of teachers’ efforts to teach the constructive planning strategy to their students, these latter do not seem to truly understand the importance of outlining; this is on the one hand. On the other hand, the results yielded by the pretest-posttest mirrored the effectiveness of planning constructively where an overall improvement in students’ writing performance was demonstrated. Students who used outlines as a planning strategy and respected the outline organizational decisions when writing did not only show a better discourse organization but also a more effective writing quality. Likewise, our hypothesis was confirmed. Findings of this research invite teachers of writing first to tackle seriously their students’ poor textual organization problem, and thus to integrate the appropriate teaching of the constructive planning strategy in their writing instructions. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5793 |
The impact of constructive planning on students’ writing performance : The case of third-year students of english, university of constantine [texte imprimé] / Rania Boudaoud, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2011 . - 75 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
Language Sciences Constructive Planning Students’ Writing |
Index. décimale : |
420 Langue anglaise |
Résumé : |
The capacity of expressing oneself effectively in the written language is very important in learning languages, and it is only by mastering the different crafting skills that students can produce acceptable compositions. Through the use of two different research instruments, the ultimate goal of this study was to investigate the position of constructive planning in writing instructions, and to check the validity of our hypothesis which is “if students plan constructively before drafting and write from their outlines, they will produce more effective compositions”. Through the use of teachers’ and students’ questionnaires, we found that poor content organization is the most common writing problem that students come up against. In spite of teachers’ efforts to teach the constructive planning strategy to their students, these latter do not seem to truly understand the importance of outlining; this is on the one hand. On the other hand, the results yielded by the pretest-posttest mirrored the effectiveness of planning constructively where an overall improvement in students’ writing performance was demonstrated. Students who used outlines as a planning strategy and respected the outline organizational decisions when writing did not only show a better discourse organization but also a more effective writing quality. Likewise, our hypothesis was confirmed. Findings of this research invite teachers of writing first to tackle seriously their students’ poor textual organization problem, and thus to integrate the appropriate teaching of the constructive planning strategy in their writing instructions. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5793 |
|
Réservation
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MSENG110064 | MSENG110064 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte integreAdobe Acrobat PDF | | |
Titre : |
The role of teacher rewards on motivating middle school pupils to speak english : The case of fourth year middle school pupils at ALKHALFA Middle School, Mila |
Type de document : |
texte imprimé |
Auteurs : |
Hassiba Bensimessaoud, Auteur ; Anissa Hamdouni, Auteur ; Rania Boudaoud, Directeur de thèse |
Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
Année de publication : |
2017 |
Importance : |
72 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 Rewards Motivating Speak |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Learning a language is a difficult process that requires a lot of effort and motivation.
This latter plays a primordial role in learners’ success in speaking English. This study aims at
identifying the effect of teacher rewards on the motivation of fourth year middle school pupils
to speak English. It has been hypothesized that if teachers use rewards in the classroom,
pupils’ motivation to speak English would be increased. To collect data for this study, two
research tools have been employed: a questionnaire and a classroom observation. The
questionnaire was administered to teachers of English in different middle schools in Mila. The
classroom observation was conducted in ALKHALFA middle school in Mila for the purpose
of exploring the effect of teachers’ classroom practices on their pupils’ speaking
performances. In fact, the results obtained by means of both research tools have shown that
teacher rewards increase to some extent pupils’ motivation to speak English. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4326 |
The role of teacher rewards on motivating middle school pupils to speak english : The case of fourth year middle school pupils at ALKHALFA Middle School, Mila [texte imprimé] / Hassiba Bensimessaoud, Auteur ; Anissa Hamdouni, Auteur ; Rania Boudaoud, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 72 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
Language Sciences Rewards Motivating Speak |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Learning a language is a difficult process that requires a lot of effort and motivation.
This latter plays a primordial role in learners’ success in speaking English. This study aims at
identifying the effect of teacher rewards on the motivation of fourth year middle school pupils
to speak English. It has been hypothesized that if teachers use rewards in the classroom,
pupils’ motivation to speak English would be increased. To collect data for this study, two
research tools have been employed: a questionnaire and a classroom observation. The
questionnaire was administered to teachers of English in different middle schools in Mila. The
classroom observation was conducted in ALKHALFA middle school in Mila for the purpose
of exploring the effect of teachers’ classroom practices on their pupils’ speaking
performances. In fact, the results obtained by means of both research tools have shown that
teacher rewards increase to some extent pupils’ motivation to speak English. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4326 |
|
Réservation
Réserver ce document
Exemplaires (1)
|
MSENG170055 | MSENG170055 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte integreAdobe Acrobat PDF | | |