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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 skillsDiplome : 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 (Route Ain el bey, BP 325, 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 skillsDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6791 Réservation
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Titre : The effect of project work on enhancing students’ speaking and writing skills : A case study of second year lmd students of english at the university of constantine Type de document : texte imprimé Auteurs : Safia Mostephaoui, Auteur ; Nour Belhacene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 91 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Sciences of the Language. project work enhancing students’ writing skills Index. décimale : 420 Langue anglaise Résumé : The present study aims to investigate the significance of using project work on improving
students’ speaking and writing skills in EFL classes.It attempts to shed light on the
importance of establishing project work as an attempt to motivate learners to use the English
language.It also attempts to make use of project work to improve learners’oral and written
performance . The present study is based on one main hypothesis stating that if teachers use
project work in EFL classes to develop students’ speaking and writing skills ; then learners
will use English spontaneously and their speaking and writing skills will be enhanced. The
method of this research is descriptive. That is, it aims to describe two aspects: project work as
the independent variable, and its benefits in developing learners’ speaking and writing skills
as the dependent variable. To carry out this research and confirm our hypothesis, we
administered two questionnaires, one for second year LMD students and another one for
teachers in the English Department of FrèresMentouri University during the academic year
(2015-2016). The findings from this research provide evidence that project work is the right
technique for developing students’ oral and written production. The main conclusion drawn
from this study has shown that using project work help second year LMD students in
developing their speaking and writing skills.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4540 The effect of project work on enhancing students’ speaking and writing skills : A case study of second year lmd students of english at the university of constantine [texte imprimé] / Safia Mostephaoui, Auteur ; Nour Belhacene, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 91 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Sciences of the Language. project work enhancing students’ writing skills Index. décimale : 420 Langue anglaise Résumé : The present study aims to investigate the significance of using project work on improving
students’ speaking and writing skills in EFL classes.It attempts to shed light on the
importance of establishing project work as an attempt to motivate learners to use the English
language.It also attempts to make use of project work to improve learners’oral and written
performance . The present study is based on one main hypothesis stating that if teachers use
project work in EFL classes to develop students’ speaking and writing skills ; then learners
will use English spontaneously and their speaking and writing skills will be enhanced. The
method of this research is descriptive. That is, it aims to describe two aspects: project work as
the independent variable, and its benefits in developing learners’ speaking and writing skills
as the dependent variable. To carry out this research and confirm our hypothesis, we
administered two questionnaires, one for second year LMD students and another one for
teachers in the English Department of FrèresMentouri University during the academic year
(2015-2016). The findings from this research provide evidence that project work is the right
technique for developing students’ oral and written production. The main conclusion drawn
from this study has shown that using project work help second year LMD students in
developing their speaking and writing skills.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4540 Réservation
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Titre : The impact of cooperative learning on enhancing students’ writing skills : The case of third-year english students at the university of constantine1 Type de document : texte imprimé Auteurs : Aida Benkhelifa, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 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 : Language Sciences Cooperative Learning Enhancing Students Writing Skills Index. décimale : 420 Langue anglaise Résumé : Writing is considered as a difficult and demanding process to be learned in a foreign
language. Although the different approaches to writing that have proven to improve the
writing performance of students, English writing skills of learners have not yet reached the
standard. The present study aims to explore the impact of cooperative learning on
enhancing students’ writing skills. It is mainly concerned with making use of group work
to promote students’ writing level. It attempts to shed light on the importance of
establishing a relaxed atmosphere among students to improve their writing skill. The basic
hypothesis adopted in this study sets out that if third- year students of English use
cooperative learning strategy, they would enhance their writing skill. The method of this
research work is quite descriptive. It aims to describe two variables: cooperative learning
as an independent variable and its positive impact on learners’ writing skill as a dependent
variable. The data were gathered through self-completion questionnaires administrated to
third-year students and to teachers who have taught Written Expression at the Department
of English, University of Constantine1. The results have shown that using cooperative
learning strategy is the effective way to promote students’ writing performance. On the
basis of these results, teachers need to apply this method as a way to develop students’
writing skill. Thus, the hypothesis postulated goes hand in hand with the results obtained.
Future research should be done experimentally to test out the applicability of the findings
to a larger population of students.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5629 The impact of cooperative learning on enhancing students’ writing skills : The case of third-year english students at the university of constantine1 [texte imprimé] / Aida Benkhelifa, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 101 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Cooperative Learning Enhancing Students Writing Skills Index. décimale : 420 Langue anglaise Résumé : Writing is considered as a difficult and demanding process to be learned in a foreign
language. Although the different approaches to writing that have proven to improve the
writing performance of students, English writing skills of learners have not yet reached the
standard. The present study aims to explore the impact of cooperative learning on
enhancing students’ writing skills. It is mainly concerned with making use of group work
to promote students’ writing level. It attempts to shed light on the importance of
establishing a relaxed atmosphere among students to improve their writing skill. The basic
hypothesis adopted in this study sets out that if third- year students of English use
cooperative learning strategy, they would enhance their writing skill. The method of this
research work is quite descriptive. It aims to describe two variables: cooperative learning
as an independent variable and its positive impact on learners’ writing skill as a dependent
variable. The data were gathered through self-completion questionnaires administrated to
third-year students and to teachers who have taught Written Expression at the Department
of English, University of Constantine1. The results have shown that using cooperative
learning strategy is the effective way to promote students’ writing performance. On the
basis of these results, teachers need to apply this method as a way to develop students’
writing skill. Thus, the hypothesis postulated goes hand in hand with the results obtained.
Future research should be done experimentally to test out the applicability of the findings
to a larger population of students.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5629 Réservation
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Code-barres Cote Support Localisation Section Disponibilité MSENG130133 MSENG130133 Document électronique Bibliothèque principale Mémoires Disponible Documents numériques
texte integreAdobe Acrobat PDF
Titre : The use of teacher's feedback techniques to imrove student's writing skills : The case of secondary school teachers in mila Type de document : texte imprimé Auteurs : Fairouz Idami, Auteur ; Chamama Khenafer, Auteur ; Rym Kemmouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 78 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 Writing Skills Feedback Index. décimale : 420 Langue anglaise Résumé : In the foreign language classroom, students need feedback on their writing and teachers are
required to fulfill these needs. This study is concerned with written feedback techniques and
effectively. The aim of this dissertation is to show the effectiveness of feedback as a
at secondary schools in Mila. This study
focuses particularly on the different techniques and strategies that are used by teachers to
make effective feedback. We hypothesize that if the teachers select certain techniques and
strategies and use them effectively, then they will help their students develop their writing
skills. The study has mainly been conducted with twenty four English teachers at six
secondary schools in Mila. The data collection was obtained through a questionnaire that has
been administered to teachers. Moreover, teachers of the population of study are aware of the
complexity of the writing skill and the importance of feedback. This awareness leads them to
agree that detailed correction is sterile, the teacher domination of correction and feedback is
ineffective, and additional techniques and strategies are potentially effective. Our hypothesis
then was confirmed because the results prove that the teachers support the idea that effective
feedback depends on the techniques and strategies are selected by the teachersDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4736 The use of teacher's feedback techniques to imrove student's writing skills : The case of secondary school teachers in mila [texte imprimé] / Fairouz Idami, Auteur ; Chamama Khenafer, Auteur ; Rym Kemmouche, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2017 . - 78 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences Writing Skills Feedback Index. décimale : 420 Langue anglaise Résumé : In the foreign language classroom, students need feedback on their writing and teachers are
required to fulfill these needs. This study is concerned with written feedback techniques and
effectively. The aim of this dissertation is to show the effectiveness of feedback as a
at secondary schools in Mila. This study
focuses particularly on the different techniques and strategies that are used by teachers to
make effective feedback. We hypothesize that if the teachers select certain techniques and
strategies and use them effectively, then they will help their students develop their writing
skills. The study has mainly been conducted with twenty four English teachers at six
secondary schools in Mila. The data collection was obtained through a questionnaire that has
been administered to teachers. Moreover, teachers of the population of study are aware of the
complexity of the writing skill and the importance of feedback. This awareness leads them to
agree that detailed correction is sterile, the teacher domination of correction and feedback is
ineffective, and additional techniques and strategies are potentially effective. Our hypothesis
then was confirmed because the results prove that the teachers support the idea that effective
feedback depends on the techniques and strategies are selected by the teachersDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4736 Exemplaires
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Titre : Translating phrasal verbs to promote studens writing style : The case of third year students of applied languages Type de document : texte imprimé Auteurs : Abderrahmen Bouchoucha, Auteur ; Moussab Lezzar, Auteur ; Youcef Beghoul, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 71 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 translating writing skills linguistic Index. décimale : 420 Langue anglaise Résumé : The present research seeks to highlight the importance of translating phrasal verbs in
promoting the writing performance of third year LMD students, specialized in applied
languages, at Mentouri University. It attempts to investigate their attitudes and tries to prove
the effectiveness of translation on enhancing students' writing skills and developing their
linguistic level. In order to carry out our study, we hypothesize that if third year students of
applied languages at Mentouri University translate different phrasal verbs with different
forms, it will be much easier to perform well in their writing. Data are collected using two
main tools: a questionnaire and a test; the former is used to investigate students' familiarity
with translation and phrasal verbs. The latter is composed of two tasks: the first one tries to
examine student's ability in translating phrasal verbs used in context while the second one
aims to see if students can use the phrasal verbs, translated in the first task, in a correct way
and in employ them in well-formed sentences of their own production. On the one hand, the
questionnaire findings show that, despite the fact that the majority of the participants face
difficulties in translating phrasal verbs, they are still aware of the importance of translation
and the use of phrasal verbs on establishing a good understanding in order to perform well
using EFL. On the other hand, the general percentage of task one shows that about 57% of the
participants failed to give an acceptable TL equivalent, which may actually refer to the fact
that the majority of students are not familiar with translating phrasal verbs even if they appear
in context. However in the second task, after the translating phrasal verbs in the first one, 62%
of the participants could easily understood how the provided phrasal verbs are used in context,
this helped them to produce meaningful sentences using different phrasal verb forms. For this,
the findings confirm our hypothesis and show the importance and the effectiveness of
translating phrasal verbs, as a learning strategy in classrooms, on promoting students' writingDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6223 Translating phrasal verbs to promote studens writing style : The case of third year students of applied languages [texte imprimé] / Abderrahmen Bouchoucha, Auteur ; Moussab Lezzar, Auteur ; Youcef Beghoul, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 71 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Languages translating writing skills linguistic Index. décimale : 420 Langue anglaise Résumé : The present research seeks to highlight the importance of translating phrasal verbs in
promoting the writing performance of third year LMD students, specialized in applied
languages, at Mentouri University. It attempts to investigate their attitudes and tries to prove
the effectiveness of translation on enhancing students' writing skills and developing their
linguistic level. In order to carry out our study, we hypothesize that if third year students of
applied languages at Mentouri University translate different phrasal verbs with different
forms, it will be much easier to perform well in their writing. Data are collected using two
main tools: a questionnaire and a test; the former is used to investigate students' familiarity
with translation and phrasal verbs. The latter is composed of two tasks: the first one tries to
examine student's ability in translating phrasal verbs used in context while the second one
aims to see if students can use the phrasal verbs, translated in the first task, in a correct way
and in employ them in well-formed sentences of their own production. On the one hand, the
questionnaire findings show that, despite the fact that the majority of the participants face
difficulties in translating phrasal verbs, they are still aware of the importance of translation
and the use of phrasal verbs on establishing a good understanding in order to perform well
using EFL. On the other hand, the general percentage of task one shows that about 57% of the
participants failed to give an acceptable TL equivalent, which may actually refer to the fact
that the majority of students are not familiar with translating phrasal verbs even if they appear
in context. However in the second task, after the translating phrasal verbs in the first one, 62%
of the participants could easily understood how the provided phrasal verbs are used in context,
this helped them to produce meaningful sentences using different phrasal verb forms. For this,
the findings confirm our hypothesis and show the importance and the effectiveness of
translating phrasal verbs, as a learning strategy in classrooms, on promoting students' writingDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6223 Réservation
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