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| Titre : |
Intrinsic motivation and achievement in efl writing skills : The case of second year lmd students of english at constantine 1 university |
| Type de document : |
texte imprimé |
| Auteurs : |
Imane Deffas, Auteur ; H. Saadi, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
86 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 Intrinsic Achievement Writing Skills |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Motivation research has addressed language learning in general and sometimes with a few or
no reference to specific disciplines such as writing. Developing writing proficiency of foreign
language students is considered as a demanding task for teachers because it is affected by
various factors among them motivation. The current study is aimed at investigating the
relationship between students ' intrinsic motivation and their achievement in EFL writing
skills. This study is carried out by means of two questionnaires administered to both teachers
and second year LMD students, at the department of English at the University of Constantine
1, through random sampling method. Motivation scale is included in the students'
questionnaire to assess intrinsic and extrinsic motivation. Students' achievement is measured
through collecting their marks of written expression in the first semester of 2012-2013
academic year. In order to analyze the results, Pearson Product Moment Correlation
Coefficient was calculated. The results have revealed a statistically significant and positive
relationship between intrinsic motivation and students' achievement in writing, and no
significant relationship between extrinsic motivation and achievement in writing. In addition,
the analysis of teachers' questionnaire indicated that teachers perceive the positive impact of
motivation on writing proficiency since they all work on motivating their students with the
aim of improving students' writing. Based on these findings, one can suggest that providing
appropriate conditions for learning, such as the use of strategies that enhance intrinsic
motivation, will effectively contribute to the students' achievement in EFL writing skills |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6791 |
Intrinsic motivation and achievement in efl writing skills : The case of second year lmd students of english at constantine 1 university [texte imprimé] / Imane Deffas, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 86 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Intrinsic Achievement Writing Skills |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Motivation research has addressed language learning in general and sometimes with a few or
no reference to specific disciplines such as writing. Developing writing proficiency of foreign
language students is considered as a demanding task for teachers because it is affected by
various factors among them motivation. The current study is aimed at investigating the
relationship between students ' intrinsic motivation and their achievement in EFL writing
skills. This study is carried out by means of two questionnaires administered to both teachers
and second year LMD students, at the department of English at the University of Constantine
1, through random sampling method. Motivation scale is included in the students'
questionnaire to assess intrinsic and extrinsic motivation. Students' achievement is measured
through collecting their marks of written expression in the first semester of 2012-2013
academic year. In order to analyze the results, Pearson Product Moment Correlation
Coefficient was calculated. The results have revealed a statistically significant and positive
relationship between intrinsic motivation and students' achievement in writing, and no
significant relationship between extrinsic motivation and achievement in writing. In addition,
the analysis of teachers' questionnaire indicated that teachers perceive the positive impact of
motivation on writing proficiency since they all work on motivating their students with the
aim of improving students' writing. Based on these findings, one can suggest that providing
appropriate conditions for learning, such as the use of strategies that enhance intrinsic
motivation, will effectively contribute to the students' achievement in EFL writing skills |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6791 |
|
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| MSENG130216 | MSENG130216 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte integreAdobe Acrobat PDF | | |
| Titre : |
Self-efficacy as a predictor of learners’ success in their english language achievement : The case study of third-year l.m.d students of english |
| Type de document : |
texte imprimé |
| Auteurs : |
Sarah Guerdouh, Auteur ; Larbi El-kolli, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| 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 Studies Self-Efficacy Learners’ Achievement |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Self-efficacy is considered as an important factor in the learning process. It can
stimulate as well as increase somebody’s own will in learning. This study traces in brief the
concepts of learning and self-efficacy by reviewing the main definitions, theories and models
that have affected their development. The main endeavor of the present dissertation is to
investigate the impact of students’ self-efficacy in relation to their success in learning the
English language. And to examine to which extent self-efficacy contributes to the prediction
of success. In order to carry out our study we hypothesized that «students’ who develop their
self-efficacy positively are likely to attain high level of achievement concerning learning the
English language ». To reach our stated objectives a students and teachers questionnaire were
designed. The students involved in the questionnaires were randomly chosen among third year
(LMD) students of English as a Foreign Language (Language Sciences) at the University of
Constantine 1. This investigation also includes a discussion of the results, which enable us to
confirm that self-efficacy has indeed a great and strong impact on learners’ academic success
in language learning. Thus, self-efficacy in (English as a Foreign Language) classrooms
especially in our university is a crucial goal that would not be realized unless learners believe
in their capabilities to perform well and achieve better in English language learning. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5617 |
Self-efficacy as a predictor of learners’ success in their english language achievement : The case study of third-year l.m.d students of english [texte imprimé] / Sarah Guerdouh, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 95 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Studies Self-Efficacy Learners’ Achievement |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Self-efficacy is considered as an important factor in the learning process. It can
stimulate as well as increase somebody’s own will in learning. This study traces in brief the
concepts of learning and self-efficacy by reviewing the main definitions, theories and models
that have affected their development. The main endeavor of the present dissertation is to
investigate the impact of students’ self-efficacy in relation to their success in learning the
English language. And to examine to which extent self-efficacy contributes to the prediction
of success. In order to carry out our study we hypothesized that «students’ who develop their
self-efficacy positively are likely to attain high level of achievement concerning learning the
English language ». To reach our stated objectives a students and teachers questionnaire were
designed. The students involved in the questionnaires were randomly chosen among third year
(LMD) students of English as a Foreign Language (Language Sciences) at the University of
Constantine 1. This investigation also includes a discussion of the results, which enable us to
confirm that self-efficacy has indeed a great and strong impact on learners’ academic success
in language learning. Thus, self-efficacy in (English as a Foreign Language) classrooms
especially in our university is a crucial goal that would not be realized unless learners believe
in their capabilities to perform well and achieve better in English language learning. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5617 |
|
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Réserver ce document
Exemplaires (1)
|
| MSENG130126 | MSENG130126 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
The effects of teacher-student relationship on the student achievement : The case of third-year english classes in algerian secondary schools |
| Type de document : |
texte imprimé |
| Auteurs : |
Yamine Cherbal, Auteur ; Djamel Azil, Directeur de thèse |
| Année de publication : |
2012 |
| Importance : |
101 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 Studies Effects Teacher Student Achievement |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present work aims at determining the reasons that make third-year secondary school students foster their learning capacities in English. They learn English but they still have problems in mastering this language. The objective of this study is to help the teachers to overcome the problems faced by their students in learning English and to choose the appropriate strategies in their teaching in order to create a positive rapport with the learners to make them improve their level in English.
To achieve the above objective, two questionnaires were opted for. One was administered to seven teachers of English, and another one was served to fifteen (15) students in two Algerian secondary schools, respectively in Jijel and in Constantine. The questionnaires target at tapping into the teachers‟ experiences and ideas as well as the students‟ conception about the relationship that exists between them within the classroom. The analysis of the collected data shows that the relationship between the students and their teacher seems to be positive. Though most of the teachers do not seem to use the right teaching strategies to establish a good rapport with their students, they are however doing their best to improve their students‟ achievement. As we have noticed in some classroom observations, the majority of teachers are aware of the importance of building effective rapports with learners, but they still do not apply the strategies that foster the learners‟ achievement. The students, on their part, do not seem to have adequate linguistic abilities in English. Hence, the appropriate way to improve their learning skills successfully is to let all of them participate in the classroom and keep them regularly in touch with their teacher as much as possible. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3419 |
The effects of teacher-student relationship on the student achievement : The case of third-year english classes in algerian secondary schools [texte imprimé] / Yamine Cherbal, Auteur ; Djamel Azil, Directeur de thèse . - 2012 . - 101 f. ; 30 cm. Une copie électronique PDF disponible en BUC Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Language Studies Effects Teacher Student Achievement |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present work aims at determining the reasons that make third-year secondary school students foster their learning capacities in English. They learn English but they still have problems in mastering this language. The objective of this study is to help the teachers to overcome the problems faced by their students in learning English and to choose the appropriate strategies in their teaching in order to create a positive rapport with the learners to make them improve their level in English.
To achieve the above objective, two questionnaires were opted for. One was administered to seven teachers of English, and another one was served to fifteen (15) students in two Algerian secondary schools, respectively in Jijel and in Constantine. The questionnaires target at tapping into the teachers‟ experiences and ideas as well as the students‟ conception about the relationship that exists between them within the classroom. The analysis of the collected data shows that the relationship between the students and their teacher seems to be positive. Though most of the teachers do not seem to use the right teaching strategies to establish a good rapport with their students, they are however doing their best to improve their students‟ achievement. As we have noticed in some classroom observations, the majority of teachers are aware of the importance of building effective rapports with learners, but they still do not apply the strategies that foster the learners‟ achievement. The students, on their part, do not seem to have adequate linguistic abilities in English. Hence, the appropriate way to improve their learning skills successfully is to let all of them participate in the classroom and keep them regularly in touch with their teacher as much as possible. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3419 |
|
Exemplaires (1)
|
| MSENG120004 | MSENG120004 | Livre | Bibliothèque principale | Albums Enfants | Exclu du prêt |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
The relationship between efl students' awareness of their composing strengths and weaknesses and their achievement in writing : The case of second year students at the department of english arts and language, University “des frères Mentouri”- Constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
khadidja Menoura, Auteur ; Halima Bouizar, Auteur ; Houda ACHILI, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| Importance : |
56 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 Studies Awareness Achievement scors |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Writing is one of the most troublesome skills in our universities which involve a great amount of mental work in order to achieve an acceptable piece of writing. This study aims to investigate whether students are aware of their own problems in writing, and whether the level of awareness of a student about his strengths and weaknesses in writing is positively related to his achievement in this skill. The present dissertation is an attempt to examine the hypothesis which states that: “the higher is the level of a students’ awareness about his own strengths and weaknesses in writing, the better his achievement is”. To verify this hypothesis, we performed corpus analysis on 25 students’ evaluations of their own essays using a rubric they developed with the teacher in class, and which they were trained to use during a whole semester. We compared the scores of the participants who gave their essays to those given by the teacher who used the same rubric. The 25 participants are 2nd year students in the Department of English arts an language, at the university “des frères Mentouri”, Constantine. The results show a weak positive correlation between the participants’ awareness scores and those of writing achievement .the two variables seem not to be strongly related, so the hypothesis is not confirmed. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4418 |
The relationship between efl students' awareness of their composing strengths and weaknesses and their achievement in writing : The case of second year students at the department of english arts and language, University “des frères Mentouri”- Constantine [texte imprimé] / khadidja Menoura, Auteur ; Halima Bouizar, Auteur ; Houda ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 56 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
language sciences Studies Awareness Achievement scors |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Writing is one of the most troublesome skills in our universities which involve a great amount of mental work in order to achieve an acceptable piece of writing. This study aims to investigate whether students are aware of their own problems in writing, and whether the level of awareness of a student about his strengths and weaknesses in writing is positively related to his achievement in this skill. The present dissertation is an attempt to examine the hypothesis which states that: “the higher is the level of a students’ awareness about his own strengths and weaknesses in writing, the better his achievement is”. To verify this hypothesis, we performed corpus analysis on 25 students’ evaluations of their own essays using a rubric they developed with the teacher in class, and which they were trained to use during a whole semester. We compared the scores of the participants who gave their essays to those given by the teacher who used the same rubric. The 25 participants are 2nd year students in the Department of English arts an language, at the university “des frères Mentouri”, Constantine. The results show a weak positive correlation between the participants’ awareness scores and those of writing achievement .the two variables seem not to be strongly related, so the hypothesis is not confirmed. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4418 |
|
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Réserver ce document
Exemplaires (1)
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| MSENG170076 | MSENG170076 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
Self-efficacy as a predictor of learners’ success in their english language achievement / Sarah Guerdouh
