EFL LEARNERS’ ATTITUDES, LEARNING ENGAGEMENT AND MOTIVATION TOWARDS USING ENGLISH SPEAKING MOVIES IN EFL CLASSROOMS The Case Study of Third Year LMD Students at the Department of English, “Frères Mentouri” University, Constantine / Mohamed Anis Bouderbala 

Public ISBD Titre : EFL LEARNERS’ ATTITUDES, LEARNING ENGAGEMENT AND MOTIVATION TOWARDS USING ENGLISH SPEAKING MOVIES IN EFL CLASSROOMS The Case Study of Third Year LMD Students at the Department of English, “Frères Mentouri” University, Constantine Type de document : texte imprimé Auteurs : Mohamed Anis Bouderbala, Auteur ; Radia Bouguebs, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 66 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Attitude  English as a foreign language  English speaking movies  Motivation  Oral expression classes. Index. décimale : 420 Langue anglaise Résumé : Scholars and researchers in the field of teaching English as a second language have paid a lot of attention to the application of media in teaching English as a foreign language, such as movies, music, films and other entertainment-related learning resources. This work intends to investigate how English speaking movies can motivate 3rd year EFL LMD students at Frères Mentouri University of Constantine to learn English language and keep them engaged and involved during the learning process. Additionally, it aims to explore students’ attitudes towards using English speaking movies as a tool to learn English. To answer the research question, it was hypothesized that by increasing EFL third year LMD learners at “Freres Mentouri” university Constantine- 1- exposure to English speaking movies during their oral expression sessions, they are more motivated and engaged to develop their language skills and vocabulary acquisition. For the sake of confirming or refuting the formulated hypothesis, a questionnaire was administrated to the 3rd year student of English as a foreign language at “Freres Mentouri” university Constantine- 1-. The main findings demonstrated that students are more likely to be motivated and engaged when using movies in learning a foreign language. On the light of the research findings, some pedagogical implications and recommendations for further investigations in which adding another questionnaire to teachers as well as conducting the study with a larger population and longer time are listed. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15859 EFL LEARNERS’ ATTITUDES, LEARNING ENGAGEMENT AND MOTIVATION TOWARDS USING ENGLISH SPEAKING MOVIES IN EFL CLASSROOMS The Case Study of Third Year LMD Students at the Department of English, “Frères Mentouri” University, Constantine [texte imprimé] / Mohamed Anis Bouderbala, Auteur ; Radia Bouguebs, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 66 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Attitude  English as a foreign language  English speaking movies  Motivation  Oral expression classes. Index. décimale : 420 Langue anglaise Résumé : Scholars and researchers in the field of teaching English as a second language have paid a lot of attention to the application of media in teaching English as a foreign language, such as movies, music, films and other entertainment-related learning resources. This work intends to investigate how English speaking movies can motivate 3rd year EFL LMD students at Frères Mentouri University of Constantine to learn English language and keep them engaged and involved during the learning process. Additionally, it aims to explore students’ attitudes towards using English speaking movies as a tool to learn English. To answer the research question, it was hypothesized that by increasing EFL third year LMD learners at “Freres Mentouri” university Constantine- 1- exposure to English speaking movies during their oral expression sessions, they are more motivated and engaged to develop their language skills and vocabulary acquisition. For the sake of confirming or refuting the formulated hypothesis, a questionnaire was administrated to the 3rd year student of English as a foreign language at “Freres Mentouri” university Constantine- 1-. The main findings demonstrated that students are more likely to be motivated and engaged when using movies in learning a foreign language. On the light of the research findings, some pedagogical implications and recommendations for further investigations in which adding another questionnaire to teachers as well as conducting the study with a larger population and longer time are listed. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15859

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Language learning strategies role in participation increase and speech anxiety decrease in EFL oral classroom. / Asma Rached 

Public ISBD Titre : Language learning strategies role in participation increase and speech anxiety decrease in EFL oral classroom. : The case of second year LMD english students at Mentouri university of Constantine Type de document : texte imprimé Auteurs : Asma Rached, Auteur ; Haoua Mekrebi, Auteur ; Radia Bouguebs, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 127 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages  EFL oral classroom  Speech Anxiety Index. décimale : 420 Langue anglaise Résumé : Anxiety, apprehension and nervousness during speaking are common feelings among English as Foreign Language learners. Speech anxiety, in an oral classroom, is regarded as one of the major problems because of its negative effect on students’ performance. The present study aims (a) to explore the relationship between speech anxiety and English as Foreign Language learners ‘oral participation efficiency, (b) to investigate for the Language Learning Strategies students utilized to overcome this problem. The several factors that stood behind the increasing of speech anxiety and the decreasing of participation such as Communication Apprehension, Test Anxiety and Fear of Negative evaluation were thoroughly investigated in this study. Additionally, the utility of the Indirect Language Learning Strategies, according to Oxford (1990) classification, in decreasing from the negative effects of speech anxiety on learners’ performance represented the second half in this work. To reach the aims of this study it was hypothesized that (1) If EFL students do not have anxiety in oral classroom, then, they will be more active, successful in speaking EFL and achieving in oral exams and (2) If EFL students use language learning strategies, then, they will reduce their speech anxiety and increase their participation in oral classroom. Accordingly, the research methodology adopted was an exploratory one where, second year LMD students of English at Mentouri University of Constantine represented the research population. The main data gathering tools were an observation checklist and an interview. The observation checklist was done by attending a class of twenty five (25) second year LMD English students’ oral session in order to observe their performance and detect student who seem anxious according to certain factors. The interview was administered to a sample of the five (5) students who seemed holding this problem to determine the main factor (s) behind their speech anxiety in oral classroom or to inspect if there any other factors that were not mentioned in the literature v review, and then, to explore the most commonly used indirect strategies that are helpful to overcome this anxiety. The findings of the interview questions revealed that both the unawareness of the given topic and shyness ranked high among all the factors that cause speech anxiety. The collected data showed that language learning strategies help student to overcome their speech anxiety, especially the Affective ones, which are the most used strategies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4352 Language learning strategies role in participation increase and speech anxiety decrease in EFL oral classroom. : The case of second year LMD english students at Mentouri university of Constantine [texte imprimé] / Asma Rached, Auteur ; Haoua Mekrebi, Auteur ; Radia Bouguebs, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 127 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages  EFL oral classroom  Speech Anxiety Index. décimale : 420 Langue anglaise Résumé : Anxiety, apprehension and nervousness during speaking are common feelings among English as Foreign Language learners. Speech anxiety, in an oral classroom, is regarded as one of the major problems because of its negative effect on students’ performance. The present study aims (a) to explore the relationship between speech anxiety and English as Foreign Language learners ‘oral participation efficiency, (b) to investigate for the Language Learning Strategies students utilized to overcome this problem. The several factors that stood behind the increasing of speech anxiety and the decreasing of participation such as Communication Apprehension, Test Anxiety and Fear of Negative evaluation were thoroughly investigated in this study. Additionally, the utility of the Indirect Language Learning Strategies, according to Oxford (1990) classification, in decreasing from the negative effects of speech anxiety on learners’ performance represented the second half in this work. To reach the aims of this study it was hypothesized that (1) If EFL students do not have anxiety in oral classroom, then, they will be more active, successful in speaking EFL and achieving in oral exams and (2) If EFL students use language learning strategies, then, they will reduce their speech anxiety and increase their participation in oral classroom. Accordingly, the research methodology adopted was an exploratory one where, second year LMD students of English at Mentouri University of Constantine represented the research population. The main data gathering tools were an observation checklist and an interview. The observation checklist was done by attending a class of twenty five (25) second year LMD English students’ oral session in order to observe their performance and detect student who seem anxious according to certain factors. The interview was administered to a sample of the five (5) students who seemed holding this problem to determine the main factor (s) behind their speech anxiety in oral classroom or to inspect if there any other factors that were not mentioned in the literature v review, and then, to explore the most commonly used indirect strategies that are helpful to overcome this anxiety. The findings of the interview questions revealed that both the unawareness of the given topic and shyness ranked high among all the factors that cause speech anxiety. The collected data showed that language learning strategies help student to overcome their speech anxiety, especially the Affective ones, which are the most used strategies. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4352

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Professional Development Programs Importance And Impact On Novice Non-Native Efl University Teachers’ Classroom Performance / Wided Boughrara 

Public ISBD Titre : Professional Development Programs Importance And Impact On Novice Non-Native Efl University Teachers’ Classroom Performance Type de document : texte imprimé Auteurs : Wided Boughrara, Auteur ; Radia Bouguebs, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 106 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Novice EFL university teachers  continuous professional development programs  , classroom struggle Index. décimale : 420 Langue anglaise Résumé : Teaching English as a Foreign Language by non-natives is truly challenging, especially at university. Novice teachers grapple to enhance their teaching by making research and reach for veteran colleagues’ help. Nonetheless, it is not enough and is time and energy consuming. This study aims to investigate how professional development lack or presence affects novice EFL university teachers’ performance. Moreover, it aims to indicate the kind of problems that they face and the importance of Continuous Professional Development in overcoming those struggles. To reach those ends, qualitative research design was adopted. Interviews as a qualitative data collection tool were administered online to nine(09) EFL novice university teachers from different regions in Algeria (Constantine, Algiers, Annaba, Batna, Biskra, and Bejaia).The data was analyzed qualitatively using thematic analysis. The research findings that ratified the hypothesis revealed precisely that professional development programs are important for novice EFL university teachers as these programs play a significant role in helping them overcome classroom struggles Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13851 Professional Development Programs Importance And Impact On Novice Non-Native Efl University Teachers’ Classroom Performance [texte imprimé] / Wided Boughrara, Auteur ; Radia Bouguebs, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 106 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Novice EFL university teachers  continuous professional development programs  , classroom struggle Index. décimale : 420 Langue anglaise Résumé : Teaching English as a Foreign Language by non-natives is truly challenging, especially at university. Novice teachers grapple to enhance their teaching by making research and reach for veteran colleagues’ help. Nonetheless, it is not enough and is time and energy consuming. This study aims to investigate how professional development lack or presence affects novice EFL university teachers’ performance. Moreover, it aims to indicate the kind of problems that they face and the importance of Continuous Professional Development in overcoming those struggles. To reach those ends, qualitative research design was adopted. Interviews as a qualitative data collection tool were administered online to nine(09) EFL novice university teachers from different regions in Algeria (Constantine, Algiers, Annaba, Batna, Biskra, and Bejaia).The data was analyzed qualitatively using thematic analysis. The research findings that ratified the hypothesis revealed precisely that professional development programs are important for novice EFL university teachers as these programs play a significant role in helping them overcome classroom struggles Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13851

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Speech disfluency: impediments and negative impact on listening comprehension / Ismahane Ouafek 

Public ISBD Titre : Speech disfluency: impediments and negative impact on listening comprehension : A case study of third year L.M.D english students at university constantine 1 Type de document : texte imprimé Auteurs : Ismahane Ouafek, Auteur ; Radia Bouguebs, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 82 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Speech Disfluency,Negative Impact,Comprehension Index. décimale : 420 Langue anglaise Résumé : T Speech disfluency causes and its bad impact on listening comprehension are problems usually encounter by EFL learners. This study aims to identify the psychological and cognitive impediments of speech disfluency and to investigate the negative impact of such linguistic phenomenon on students’ listening comprehension at the department of English language at Mentouri Brothers, Constantine 01. Furthermore, the study provides solutions to overcome disfluency causes and outcomes. The framework of the study was conducted by proposing two research questions which are “what are the psychological and cognitive impediments of speech disfluency” and “does speech disfluency damages listening comprehension”, predicting one hypothesis which is “facing psychological and cognitive impediments lead students to produce speech disfluency and affect their listening comprehension” and designing two questionnaires and submitting them to the samples of 31stuents of 3rd year L.M.D of English and to 10 teachers of Oral Expression and of other modules from the department of English language in Mentouri Brothers’ University of Constantine 01. Finally, adopting the descriptive method to analyse and discuss the findings. The results of this process answered research questions and confirmed the hypotheses; students have psychological impediments such as fear of making mistakes and cognitive impediments such as lack of vocabulary which are responsible for speech disfluency and affect listening comprehension Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9700 Speech disfluency: impediments and negative impact on listening comprehension : A case study of third year L.M.D english students at university constantine 1 [texte imprimé] / Ismahane Ouafek, Auteur ; Radia Bouguebs, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 82 f. ; 30 cm. UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Speech Disfluency,Negative Impact,Comprehension Index. décimale : 420 Langue anglaise Résumé : T Speech disfluency causes and its bad impact on listening comprehension are problems usually encounter by EFL learners. This study aims to identify the psychological and cognitive impediments of speech disfluency and to investigate the negative impact of such linguistic phenomenon on students’ listening comprehension at the department of English language at Mentouri Brothers, Constantine 01. Furthermore, the study provides solutions to overcome disfluency causes and outcomes. The framework of the study was conducted by proposing two research questions which are “what are the psychological and cognitive impediments of speech disfluency” and “does speech disfluency damages listening comprehension”, predicting one hypothesis which is “facing psychological and cognitive impediments lead students to produce speech disfluency and affect their listening comprehension” and designing two questionnaires and submitting them to the samples of 31stuents of 3rd year L.M.D of English and to 10 teachers of Oral Expression and of other modules from the department of English language in Mentouri Brothers’ University of Constantine 01. Finally, adopting the descriptive method to analyse and discuss the findings. The results of this process answered research questions and confirmed the hypotheses; students have psychological impediments such as fear of making mistakes and cognitive impediments such as lack of vocabulary which are responsible for speech disfluency and affect listening comprehension Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9700

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Students’ And Teachers’ Attitudes Towards Formative Assessment Role In Enhancing The Speaking Skill The Case Of First Year Lmd Efl Students At “Frères Mentouri” University, Constantine 1 / Soraya Souyad 

Public ISBD Titre : Students’ And Teachers’ Attitudes Towards Formative Assessment Role In Enhancing The Speaking Skill The Case Of First Year Lmd Efl Students At “Frères Mentouri” University, Constantine 1 Type de document : texte imprimé Auteurs : Soraya Souyad, Auteur ; Radia Bouguebs, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 98 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : formative assessment  LMD English students  oral expression  speaking skill. Index. décimale : 420 Langue anglaise Résumé : The current study aims at highlighting the important role that formative assessment has in enhancing students’ speaking skill as well as checking students’ and teachers’ perspectives towards this process in the Department of English at Constantine University. In this research, we hypothesized that the use of formative assessment in Oral Expression classes would help 1st year EFL LMD students in improving their speaking skill. In order to test this hypothesis, two questionnaires were administered; the first one is for students and the second is for teachers. Students’ questionnaire was given to seventy-six (76) first year LMD English students who were selected randomly, and teachers’ questionnaire was addressed to ten (10) Oral Expression teachers. The results obtained from both questionnaires proved that formative assessment plays important role on students’ oral performance, and plays an effective role in increasing their willingness to improve their English proficiency. Consequently, our hypothesis is confirmed. On the light of the research findings, some suggestions and recommendations that focus on the inclusion of formative assessment when teaching oral expression are listed. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13467 Students’ And Teachers’ Attitudes Towards Formative Assessment Role In Enhancing The Speaking Skill The Case Of First Year Lmd Efl Students At “Frères Mentouri” University, Constantine 1 [texte imprimé] / Soraya Souyad, Auteur ; Radia Bouguebs, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 98 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : formative assessment  LMD English students  oral expression  speaking skill. Index. décimale : 420 Langue anglaise Résumé : The current study aims at highlighting the important role that formative assessment has in enhancing students’ speaking skill as well as checking students’ and teachers’ perspectives towards this process in the Department of English at Constantine University. In this research, we hypothesized that the use of formative assessment in Oral Expression classes would help 1st year EFL LMD students in improving their speaking skill. In order to test this hypothesis, two questionnaires were administered; the first one is for students and the second is for teachers. Students’ questionnaire was given to seventy-six (76) first year LMD English students who were selected randomly, and teachers’ questionnaire was addressed to ten (10) Oral Expression teachers. The results obtained from both questionnaires proved that formative assessment plays important role on students’ oral performance, and plays an effective role in increasing their willingness to improve their English proficiency. Consequently, our hypothesis is confirmed. On the light of the research findings, some suggestions and recommendations that focus on the inclusion of formative assessment when teaching oral expression are listed. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13467

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Students’ Attitude Towards The Role Of Classroom Interaction In Enhancing Speaking Skills The Case Of Third Year Lmdefl Students At “Brothers Mentouri” University,Constantine 1 / Meryem Rezine 

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THE READING RESPONSE JOURNAL ROLE IN DEVELOPING EFL LEARNRS’ EXTENSIVE READING The Case of Second Year EFL Students at the ENS “Assia Djebbar”, Constantine / Amina Benarab 

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The role of exstrinsic motivation in enhancing / Imene Hammoudi 

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