4 résultat(s) recherche sur le tag 'Motivational'    

Cooperative learning as a motivational factor in improving students’ level of writing / Besma Gridi 

Public ISBD Titre : Cooperative learning as a motivational factor in improving students’ level of writing : The case of 3rd year english students at the university of mentouri constantine Type de document : texte imprimé Auteurs : Besma Gridi, Auteur ; Randa Bouteldja, Auteur ; El kheir Atamna, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 115 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langues Appliquees  Learning  Motivational  Students’ Level Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring the effects of cooperative learning on students‟ level of writing and how it plays a positive role in motivating students to produce better compositions among 3rd year students of English as a Foreign Language at the Department of English University Mentouri Constantine. In order to investigate this correlation, a hypothesis is put forth. It states that the use of the cooperative learning strategy would create or foster students‟ motivation to improve their level of writing. The research aims at finding whether using cooperative learning in writing courses motivates unmotivated students and strengthen those who are already motivated in order to improve their writing level. To check the validity of this hypothesis, first a questionnaire composed of twenty three question is administrated to teachers (a sample of 09 teachers who are teaching or have been teaching written expression to 3rd year students) of written expression module at the department of English University Mentouri Constantine. After, students are asked to write compositions which stand as an inclass test (A sample of 160 3rd year students at the department of English University Mentouri Constantine. Despite the limited scope of the study, the results from analysing the teachers‟ questionnaire and students‟ in-class test show that the use of cooperative learning strategy motivates 3rd year students of English as a Foreign Language and helps them in facing their weaknesses in writing as well as solving them together. Also the results highlight that there is a great need in using the cooperative learning strategy in writing sessions when learning a foreign language. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6119 Cooperative learning as a motivational factor in improving students’ level of writing : The case of 3rd year english students at the university of mentouri constantine [texte imprimé] / Besma Gridi, Auteur ; Randa Bouteldja, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 115 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Langues Appliquees  Learning  Motivational  Students’ Level Index. décimale : 420 Langue anglaise Résumé : The present dissertation aims at exploring the effects of cooperative learning on students‟ level of writing and how it plays a positive role in motivating students to produce better compositions among 3rd year students of English as a Foreign Language at the Department of English University Mentouri Constantine. In order to investigate this correlation, a hypothesis is put forth. It states that the use of the cooperative learning strategy would create or foster students‟ motivation to improve their level of writing. The research aims at finding whether using cooperative learning in writing courses motivates unmotivated students and strengthen those who are already motivated in order to improve their writing level. To check the validity of this hypothesis, first a questionnaire composed of twenty three question is administrated to teachers (a sample of 09 teachers who are teaching or have been teaching written expression to 3rd year students) of written expression module at the department of English University Mentouri Constantine. After, students are asked to write compositions which stand as an inclass test (A sample of 160 3rd year students at the department of English University Mentouri Constantine. Despite the limited scope of the study, the results from analysing the teachers‟ questionnaire and students‟ in-class test show that the use of cooperative learning strategy motivates 3rd year students of English as a Foreign Language and helps them in facing their weaknesses in writing as well as solving them together. Also the results highlight that there is a great need in using the cooperative learning strategy in writing sessions when learning a foreign language. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6119

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The role of classroom interaction as a motivational factor to promote students' speaking / Amina Boukhemis 

Public ISBD Titre : The role of classroom interaction as a motivational factor to promote students' speaking : A case study of second year students,university des frères mentouri Type de document : texte imprimé Auteurs : Amina Boukhemis, Auteur ; Rabiaa Lemmouchi, Auteur ; Nora Boudehane, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 102 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  Classroom Interaction  motivational  Students' Speaking Index. décimale : 420 Langue anglaise Résumé : To develop their speaking skill, students are always in need of language practices that would motivate and offer chances for them to use the language they are learning in different contexts. Interaction is one element that is associated with teachers and leaners’ practices in language classes in general and Oral Expression classes in particular. The present work aims at examining the teachers and students’ standpoints on the effect of classroom interaction on students’ motivation to promote their speaking skill. To check the efficacy of classroom interaction, the researchers proposed the hypothesis that if Oral Expression teachers use classroom interaction as a motivational factor, then students would promote their speaking skill. In order to investigate our research hypothesis, two questionnaires were carried out; one was answered by twelve teachers of Oral Expression, and the other one by thirty second year students at the Department of Letters and English Language, Des Frères Mentouri, University of Constantine. The results of the questionnaires show that teachers are aware that classroom interaction can be a technique used to motivate students develop their speaking skill and also to foster their abilities to generate the foreign language; besides, students consider this technique as a very crucial element in enhancing their speaking performance. Both teachers and students’ answers confirm the leverage of classroom interaction on students’ motivation to promote their speaking skill; this mainly means that our hypothesis is confirmed Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5143 The role of classroom interaction as a motivational factor to promote students' speaking : A case study of second year students,university des frères mentouri [texte imprimé] / Amina Boukhemis, Auteur ; Rabiaa Lemmouchi, Auteur ; Nora Boudehane, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 102 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Classroom Interaction  motivational  Students' Speaking Index. décimale : 420 Langue anglaise Résumé : To develop their speaking skill, students are always in need of language practices that would motivate and offer chances for them to use the language they are learning in different contexts. Interaction is one element that is associated with teachers and leaners’ practices in language classes in general and Oral Expression classes in particular. The present work aims at examining the teachers and students’ standpoints on the effect of classroom interaction on students’ motivation to promote their speaking skill. To check the efficacy of classroom interaction, the researchers proposed the hypothesis that if Oral Expression teachers use classroom interaction as a motivational factor, then students would promote their speaking skill. In order to investigate our research hypothesis, two questionnaires were carried out; one was answered by twelve teachers of Oral Expression, and the other one by thirty second year students at the Department of Letters and English Language, Des Frères Mentouri, University of Constantine. The results of the questionnaires show that teachers are aware that classroom interaction can be a technique used to motivate students develop their speaking skill and also to foster their abilities to generate the foreign language; besides, students consider this technique as a very crucial element in enhancing their speaking performance. Both teachers and students’ answers confirm the leverage of classroom interaction on students’ motivation to promote their speaking skill; this mainly means that our hypothesis is confirmed Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5143

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The use of motivational teaching strategies in oral expression sessions / Halima Mermoul 

Public ISBD Titre : The use of motivational teaching strategies in oral expression sessions : At constantine 1 university, department of english Type de document : texte imprimé Auteurs : Halima Mermoul, Auteur ; H. Saadi, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 117 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  MOTIVATIONAL  ORAL EXPRESSION Index. décimale : 420 Langue anglaise Résumé : Given the important role motivation plays in language learning, teachers should attend to their learners’ motivation needs more frequently. Motivational strategies can help teachers lead their learners out of the state of apathy and into the active state of language learning. The present study investigates the use of such strategies in Oral Expression classrooms at the University of Constantine 1. Additionally, it describes the perception and attitudes of third year LMD learners towards the implementation of such strategies. By means of two formal questionnaires, we gathered data necessary to test the validity of our hypothesis. The first questionnaire was handed out to third year LMD teachers of Oral Expression; it asked them about their implementation of some motivational teaching strategies and whether or not they have been effective. The second questionnaire was administered to a random group of third year LMD students. It was set to evaluate the impact these strategies have on the learners. The results obtained after analysing the questionnaires indicate that indeed teachers implement some of these motivational strategies but learners perceive them differently. However, the vast majority of our sample seems to be positively affected by them which means that their motivation is elevated. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5748 The use of motivational teaching strategies in oral expression sessions : At constantine 1 university, department of english [texte imprimé] / Halima Mermoul, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 117 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  MOTIVATIONAL  ORAL EXPRESSION Index. décimale : 420 Langue anglaise Résumé : Given the important role motivation plays in language learning, teachers should attend to their learners’ motivation needs more frequently. Motivational strategies can help teachers lead their learners out of the state of apathy and into the active state of language learning. The present study investigates the use of such strategies in Oral Expression classrooms at the University of Constantine 1. Additionally, it describes the perception and attitudes of third year LMD learners towards the implementation of such strategies. By means of two formal questionnaires, we gathered data necessary to test the validity of our hypothesis. The first questionnaire was handed out to third year LMD teachers of Oral Expression; it asked them about their implementation of some motivational teaching strategies and whether or not they have been effective. The second questionnaire was administered to a random group of third year LMD students. It was set to evaluate the impact these strategies have on the learners. The results obtained after analysing the questionnaires indicate that indeed teachers implement some of these motivational strategies but learners perceive them differently. However, the vast majority of our sample seems to be positively affected by them which means that their motivation is elevated. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5748

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Using rewards as a motivational factor to enhance the students’university of constantine1 / Soumia Bedda 

Public ISBD Titre : Using rewards as a motivational factor to enhance the students’university of constantine1 Type de document : texte imprimé Auteurs : Soumia Bedda, Auteur ; Khadidja Bedjaoui, Auteur ; Nacif Labed, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 53 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  Motivational  reward  learning Index. décimale : 420 Langue anglaise Résumé : This research, a total of two chapters, involves discovering how the reward can interfere in motivating students in their learning process. For this, it was hypothesized that if learners are properly rewarded, they will show better interest in their courses. In order to check the hypothesis, two tools, questionnaires and a test were administered to both teachers and students at the department of English at the University of Constantine. The results indicated that there is a significant correlation between students’ answers and the teachers’. The results have thus confirmed the hypothesis (H1) showing that the reward is of a vital role in boosting the students’ motivation and helping them to perform better in their learning process Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4237 Using rewards as a motivational factor to enhance the students’university of constantine1 [texte imprimé] / Soumia Bedda, Auteur ; Khadidja Bedjaoui, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 53 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies  Motivational  reward  learning Index. décimale : 420 Langue anglaise Résumé : This research, a total of two chapters, involves discovering how the reward can interfere in motivating students in their learning process. For this, it was hypothesized that if learners are properly rewarded, they will show better interest in their courses. In order to check the hypothesis, two tools, questionnaires and a test were administered to both teachers and students at the department of English at the University of Constantine. The results indicated that there is a significant correlation between students’ answers and the teachers’. The results have thus confirmed the hypothesis (H1) showing that the reward is of a vital role in boosting the students’ motivation and helping them to perform better in their learning process Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4237

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