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Affiner la rechercheAttitudes towards the use of cooperative learning in enhancing students’ writing skill / Hiba Khalfaoui
Titre : Attitudes towards the use of cooperative learning in enhancing students’ writing skill : The case of third year students of english at the university Type de document : texte imprimé Auteurs : Hiba Khalfaoui, Auteur ; Meriem Lebsir, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 91 f. Format : 30 cm. Note générale :
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUCLangues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : COOPERATIVE,TOWARDS,ENHANCING STUDENTS’ Index. décimale : 420 Langue anglaise Résumé : Writing in a foreign language seems to be the most difficult language skill for language
learners to acquire an academic context. The explicit instruction of its strategies is not a usual
practice in foreign language classrooms, which could be beneficial for language learners to
develop their writing skill. The present study aims at investigating the importance of using
cooperative learning as a technique in teaching writing to third year students of English as a
foreign language at the department of English at the University Des Frères Mentouri,
Constantine, In order to check this importance, we have hypothesized that the use of cooperative
learning in EFL classes will help learners to enhance their writing skill. And if EFL teachers
have positive attitudes towards the use of cooperative learning and become aware of its
structures, students will develop their writing skill perfectly. To verify the validity of these
hypotheses, we used two questionnaires given to both teachers and students. The first one is
composed of twenty-one questions and administered to ten teachers of written expression, and
the second one is composed of eighteen questions and delivered to 3rd year students.
After the analysis of the questionnaires we have come to the result that teachers as well as
students have positive attitudes towards the use of cooperative learningDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9990 Attitudes towards the use of cooperative learning in enhancing students’ writing skill : The case of third year students of english at the university [texte imprimé] / Hiba Khalfaoui, Auteur ; Meriem Lebsir, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2018 . - 91 f. ; 30 cm.
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : COOPERATIVE,TOWARDS,ENHANCING STUDENTS’ Index. décimale : 420 Langue anglaise Résumé : Writing in a foreign language seems to be the most difficult language skill for language
learners to acquire an academic context. The explicit instruction of its strategies is not a usual
practice in foreign language classrooms, which could be beneficial for language learners to
develop their writing skill. The present study aims at investigating the importance of using
cooperative learning as a technique in teaching writing to third year students of English as a
foreign language at the department of English at the University Des Frères Mentouri,
Constantine, In order to check this importance, we have hypothesized that the use of cooperative
learning in EFL classes will help learners to enhance their writing skill. And if EFL teachers
have positive attitudes towards the use of cooperative learning and become aware of its
structures, students will develop their writing skill perfectly. To verify the validity of these
hypotheses, we used two questionnaires given to both teachers and students. The first one is
composed of twenty-one questions and administered to ten teachers of written expression, and
the second one is composed of eighteen questions and delivered to 3rd year students.
After the analysis of the questionnaires we have come to the result that teachers as well as
students have positive attitudes towards the use of cooperative learningDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9990 Réservation
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Titre : Attitudes towards the use of direct written corrective feedback on learners’ writing Achievement : the case of third year students at the university of constantine 1 Type de document : texte imprimé Auteurs : Khadra Benhafed, Auteur ; Fatiha Sahli, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 105 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 Written Corrective Feedback the Writing Skill Error Correction. Index. décimale : 420 Langue anglaise Résumé : Improving students’ writing performance entails clear and adequately effective expectations provision on the part of Written Expression teachers. The main concern of this study is to get insights into attitudes of Written Expression teachers and learners’ at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine towards the use of direct written corrective feedback to bring the students’ focus to revise their essays before handing them in, and hence improving their writing achievement so that it nurtures their confidence as writers. It is hypothesized that if teachers provide direct written corrective feedback, students would more likely revise their final writings, and hence their writing performance would more likely to be enhanced. To investigate the stated hypothesis, we administered two questionnaires for ten Third Year Written Expression teachers as well as thirty learners at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine. After handing back the questionnaires, and having analyzed the results, we have come up with the conclusion that direct Written Expression Feedback has a great place in the teaching and learning of the writing skill; in that most participants in this research expressed strong agreement and positive attitudes towards the use of direct Written Expression Feedback to improve students’ writings. The results recommend that Written Expression teachers should set adequately direct and clear expectations when it comes to feeding students’ writings back. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4808 Attitudes towards the use of direct written corrective feedback on learners’ writing Achievement : the case of third year students at the university of constantine 1 [texte imprimé] / Khadra Benhafed, Auteur ; Fatiha Sahli, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 105 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Direct Written Corrective Feedback the Writing Skill Error Correction. Index. décimale : 420 Langue anglaise Résumé : Improving students’ writing performance entails clear and adequately effective expectations provision on the part of Written Expression teachers. The main concern of this study is to get insights into attitudes of Written Expression teachers and learners’ at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine towards the use of direct written corrective feedback to bring the students’ focus to revise their essays before handing them in, and hence improving their writing achievement so that it nurtures their confidence as writers. It is hypothesized that if teachers provide direct written corrective feedback, students would more likely revise their final writings, and hence their writing performance would more likely to be enhanced. To investigate the stated hypothesis, we administered two questionnaires for ten Third Year Written Expression teachers as well as thirty learners at the Department of Letters and English, Faculty of Letters and Languages, University “Des Frères Mentouri”, Constantine. After handing back the questionnaires, and having analyzed the results, we have come up with the conclusion that direct Written Expression Feedback has a great place in the teaching and learning of the writing skill; in that most participants in this research expressed strong agreement and positive attitudes towards the use of direct Written Expression Feedback to improve students’ writings. The results recommend that Written Expression teachers should set adequately direct and clear expectations when it comes to feeding students’ writings back. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4808 Réservation
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Titre : Attitudes towards the use of visual aids in teaching and learning vocabulary : The case of fourth year pupils at boughaba roukia middle school in constantine city Type de document : texte imprimé Auteurs : Amal Tamene, Auteur ; Kamila Sid, Auteur ; Saliha Beloulmi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 99 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 Vocabulary visual aids teaching/learning Index. décimale : 420 Langue anglaise Résumé : Vocabulary is one of the most crucial language aspects that plays a significant role in all
language skills. Thus, teachers are required to pay more attention to this element and teach
it in a meaningful and comprehensible way. This research work is concerned with the
difficulties that fourth year middle school pupils face in acquiring new vocabulary items.
This research tries to explore the use of visual aids to facilitate vocabulary
teaching/learning in middle school. More precisely, the present study aims at investigating
the attitudes and perceptions of both teachers and pupils towards the effect of using visual
aids on vocabulary teaching/learning. Accordingly, we hypothesize that if middle school
teachers and learners hold positive attitudes towards the use of visual aids in teaching
vocabulary; this would help learners acquire new words more effectively. To achieve our
aim, we used two research tools: an interview for four English language teachers and a
questionnaire for forty students, randomly selected from Boughaba Roukia Middle School
at Constantine City. The findings obtained in this study revealed that the respondents hold
positive attitudes towards the use of visual aids, and disclosed their preferences mainly for
pictures and realia rather than the other kinds of visual aids. The findings confirm our
hypothesis and further show that the use of visual aids makes the learning/teaching process
more active, interesting, and enjoyableDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4740 Attitudes towards the use of visual aids in teaching and learning vocabulary : The case of fourth year pupils at boughaba roukia middle school in constantine city [texte imprimé] / Amal Tamene, Auteur ; Kamila Sid, Auteur ; Saliha Beloulmi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 99 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Vocabulary visual aids teaching/learning Index. décimale : 420 Langue anglaise Résumé : Vocabulary is one of the most crucial language aspects that plays a significant role in all
language skills. Thus, teachers are required to pay more attention to this element and teach
it in a meaningful and comprehensible way. This research work is concerned with the
difficulties that fourth year middle school pupils face in acquiring new vocabulary items.
This research tries to explore the use of visual aids to facilitate vocabulary
teaching/learning in middle school. More precisely, the present study aims at investigating
the attitudes and perceptions of both teachers and pupils towards the effect of using visual
aids on vocabulary teaching/learning. Accordingly, we hypothesize that if middle school
teachers and learners hold positive attitudes towards the use of visual aids in teaching
vocabulary; this would help learners acquire new words more effectively. To achieve our
aim, we used two research tools: an interview for four English language teachers and a
questionnaire for forty students, randomly selected from Boughaba Roukia Middle School
at Constantine City. The findings obtained in this study revealed that the respondents hold
positive attitudes towards the use of visual aids, and disclosed their preferences mainly for
pictures and realia rather than the other kinds of visual aids. The findings confirm our
hypothesis and further show that the use of visual aids makes the learning/teaching process
more active, interesting, and enjoyableDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4740 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG170154 MSENG170154 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Audio-visual aids as a motivational factor in enhancing students’ speaking : A case study: second-year LMD students of english university of constantine1 Type de document : texte imprimé Auteurs : Hind Baoune, Auteur ; Ahlem Naamoune, Auteur ; Meriem Lebsir, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2016 Importance : 103 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 Language Audio-Visual Motivational Factor Index. décimale : 420 Langue anglaise Résumé : Speaking is considered to be the most important language skill that must be mastered by
language learners. Therefore, teachers have to focus on developing their students' speaking
skill by adopting different motivating techniques in the classroom. Audio-Visual Aids
technique is one of those techniques through which English students can easily get involved
in the classroom to improve their Oral Performance. The present study aims at investigating
the role of Audio-Visual Aids in motivating and improving students' Oral Performance. It is
hypothesized that integrating Audio-Visual Aids is likely to be effective to motivate students
and improve their Oral Performance. To check our hypothesis, we have made use of a
descriptive method in which we have relied on teachers’ and students’ questionnaires. The
teachers ’ questionnaire in intended to gather information about their points of view regarding
the usefulness of Audio-Visual Aids in enhancing students’ speaking. The students’
questionnaire aims at knowing students’ motivation and attitudes towards Audio-Visual Aids.
Through our analysis, it has been indicated that teachers' and students’ attitudinal evaluation
of Audio-Visual Aids reveals that these tools are motivating and effective in terms of
enhancing students' oral performance.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8920 Audio-visual aids as a motivational factor in enhancing students’ speaking : A case study: second-year LMD students of english university of constantine1 [texte imprimé] / Hind Baoune, Auteur ; Ahlem Naamoune, Auteur ; Meriem Lebsir, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2016 . - 103 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Audio-Visual Motivational Factor Index. décimale : 420 Langue anglaise Résumé : Speaking is considered to be the most important language skill that must be mastered by
language learners. Therefore, teachers have to focus on developing their students' speaking
skill by adopting different motivating techniques in the classroom. Audio-Visual Aids
technique is one of those techniques through which English students can easily get involved
in the classroom to improve their Oral Performance. The present study aims at investigating
the role of Audio-Visual Aids in motivating and improving students' Oral Performance. It is
hypothesized that integrating Audio-Visual Aids is likely to be effective to motivate students
and improve their Oral Performance. To check our hypothesis, we have made use of a
descriptive method in which we have relied on teachers’ and students’ questionnaires. The
teachers ’ questionnaire in intended to gather information about their points of view regarding
the usefulness of Audio-Visual Aids in enhancing students’ speaking. The students’
questionnaire aims at knowing students’ motivation and attitudes towards Audio-Visual Aids.
Through our analysis, it has been indicated that teachers' and students’ attitudinal evaluation
of Audio-Visual Aids reveals that these tools are motivating and effective in terms of
enhancing students' oral performance.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8920 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG160090 MSENG160090 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : Authentic videos as a motivational strategy in enhancing learners’ vocabulary : Case study of third year english language students at frères mentouri university Type de document : texte imprimé Auteurs : Selma Yacoub, Auteur ; Hacene SAADI, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2018 Importance : 78 f. Format : 30 cm. Note générale : UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Authentic Videos,motivational,Enhancing Learners Index. décimale : 420 Langue anglaise Résumé : The current study probes the use of authentic videos as a motivational technique to enrich
EFL learners’ vocabulary load. Our population consists of third year students and teachers of
oral expression at the department of Letters and English Language, Frères Mentouri
University. The hypothesis adopted in this study sets out that the use of authentic videos in
foreign language classes, would enhance student’s vocabulary knowledge. To test our
hypothesis, we opted for the descriptive method to attain our objective. Two questionnaires
are used to know the teachers’ and students’ perceptions and attitudes regarding the use of
authentic videos to enrich EFL learners’ vocabulary inside and outside the classroom. The
results obtained have shown that both teachers and students welcome and are in favour for the
use of videos as an effective pedagogical tool for promoting learner’s classroom motivation
and participation, which in turn improves student’s vocabulary knowledge. Moreover, both
of the respondents teachers and students encourage the use of videos as much as possible to
develop other aspects of language; grammar, pronunciation, listening, culture, among others.
At the light of these results, the previously mentioned hypothesis is successfully confirmed by
using new inventive ways like videos as a first-aid technique which leads to maximize
vocabulary knowledge and eventually to master the English languageDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9704 Authentic videos as a motivational strategy in enhancing learners’ vocabulary : Case study of third year english language students at frères mentouri university [texte imprimé] / Selma Yacoub, Auteur ; Hacene SAADI, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2018 . - 78 f. ; 30 cm.
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Authentic Videos,motivational,Enhancing Learners Index. décimale : 420 Langue anglaise Résumé : The current study probes the use of authentic videos as a motivational technique to enrich
EFL learners’ vocabulary load. Our population consists of third year students and teachers of
oral expression at the department of Letters and English Language, Frères Mentouri
University. The hypothesis adopted in this study sets out that the use of authentic videos in
foreign language classes, would enhance student’s vocabulary knowledge. To test our
hypothesis, we opted for the descriptive method to attain our objective. Two questionnaires
are used to know the teachers’ and students’ perceptions and attitudes regarding the use of
authentic videos to enrich EFL learners’ vocabulary inside and outside the classroom. The
results obtained have shown that both teachers and students welcome and are in favour for the
use of videos as an effective pedagogical tool for promoting learner’s classroom motivation
and participation, which in turn improves student’s vocabulary knowledge. Moreover, both
of the respondents teachers and students encourage the use of videos as much as possible to
develop other aspects of language; grammar, pronunciation, listening, culture, among others.
At the light of these results, the previously mentioned hypothesis is successfully confirmed by
using new inventive ways like videos as a first-aid technique which leads to maximize
vocabulary knowledge and eventually to master the English languageDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9704 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG180090 MSENG180090 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte intégreAdobe Acrobat PDF
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