Investigating the effect of direct and indirect corrective feedback on students’ writing performance / Moufida Ben ali 

Public ISBD 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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The effect of using language games on students’ vocabulary retention / Warda Louar 

Public ISBD 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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The impact of constructive planning on students’ writing performance / Rania Boudaoud 

Public ISBD 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

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The role of teacher rewards on motivating middle school pupils to speak english / Hassiba Bensimessaoud 

Public ISBD 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

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