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The Role of Debate as an Active Learning Strategy in the Development of University Students’ Critical Thinking in English and Oral Expression in Particular / Narimane Bahia Fercha 

Public ISBD Titre : The Role of Debate as an Active Learning Strategy in the Development of University Students’ Critical Thinking in English and Oral Expression in Particular Type de document : texte imprimé Auteurs : Narimane Bahia Fercha, Auteur ; Manel Mouleme, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 101 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : The Role of Debate  Critical thinking  the COVID  Oral Expression. Index. décimale : 420 Langue anglaise Résumé : Critical thinking is an important aspect in the teaching/learning process. The development and use of critical thinking abilities is advocated throughout the disciplines of Philosophy, Psychology and Education. Different definitions and approaches to this concept emerged to establish a foundation to the implementation of critical thinking in education. The role of critical thinking in elevating learning, performance and achievement has been supported by the literature and has been reflected in the educational practices. Active learning has been a prevalent approach in the teaching of foreign languages and in fostering critical thinking skills in learners. Under this approach, several active learning strategies have been identified as contributors to the improvement of critical thinking, among which debate is considered to be very effective. From this perspective, the aim of this research is to investigate the role of active learning strategies in the development of English University students’ critical thinking and the teachers’/students’ standpoints concerning the effectiveness of these strategies and particularly debate in improving the students’ critical thinking in English in general and Oral expression in particular. Accordingly, we hypothesise that if students are taught through active learning strategies and in particular debate, they will develop their critical thinking. Our method of checking the validity of the hypothesis consists of two questionnaires: the Teachers’ Questionnaire and the Students’ Questionnaire. The Teachers’ Questionnaire aims to investigate the teachers’ understanding of the concept of critical thinking and the role of active learning strategies and in particular debate in the process of learning English. It was sent and collected by email to sixteen (16) teachers. The Students’ Questionnaire(see Appendix II), which aims at evaluating the degree of the students’ awareness of the importance of critical thinking and of the role of active learning strategies in their learning of English, could not be administered because the university has been closed since 15th March iv 2020 due to the COVID (Corona Virus Disease) 19 pandemic. The findings obtained from the Teachers’ Questionnaire confirmed our hypothesis that if students are taught through active learning strategies and in particular debate, they will develop their critical thinking. Hence, we can say that active learning strategies and especially debate are effective in developing students’ critical thinking in English and in particular Oral Expression. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13309 The Role of Debate as an Active Learning Strategy in the Development of University Students’ Critical Thinking in English and Oral Expression in Particular [texte imprimé] / Narimane Bahia Fercha, Auteur ; Manel Mouleme, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 101 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : The Role of Debate  Critical thinking  the COVID  Oral Expression. Index. décimale : 420 Langue anglaise Résumé : Critical thinking is an important aspect in the teaching/learning process. The development and use of critical thinking abilities is advocated throughout the disciplines of Philosophy, Psychology and Education. Different definitions and approaches to this concept emerged to establish a foundation to the implementation of critical thinking in education. The role of critical thinking in elevating learning, performance and achievement has been supported by the literature and has been reflected in the educational practices. Active learning has been a prevalent approach in the teaching of foreign languages and in fostering critical thinking skills in learners. Under this approach, several active learning strategies have been identified as contributors to the improvement of critical thinking, among which debate is considered to be very effective. From this perspective, the aim of this research is to investigate the role of active learning strategies in the development of English University students’ critical thinking and the teachers’/students’ standpoints concerning the effectiveness of these strategies and particularly debate in improving the students’ critical thinking in English in general and Oral expression in particular. Accordingly, we hypothesise that if students are taught through active learning strategies and in particular debate, they will develop their critical thinking. Our method of checking the validity of the hypothesis consists of two questionnaires: the Teachers’ Questionnaire and the Students’ Questionnaire. The Teachers’ Questionnaire aims to investigate the teachers’ understanding of the concept of critical thinking and the role of active learning strategies and in particular debate in the process of learning English. It was sent and collected by email to sixteen (16) teachers. The Students’ Questionnaire(see Appendix II), which aims at evaluating the degree of the students’ awareness of the importance of critical thinking and of the role of active learning strategies in their learning of English, could not be administered because the university has been closed since 15th March iv 2020 due to the COVID (Corona Virus Disease) 19 pandemic. The findings obtained from the Teachers’ Questionnaire confirmed our hypothesis that if students are taught through active learning strategies and in particular debate, they will develop their critical thinking. Hence, we can say that active learning strategies and especially debate are effective in developing students’ critical thinking in English and in particular Oral Expression. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13309

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Correlation between critical thinking and language learning / Widjden Bousmid 

Public ISBD Titre : Correlation between critical thinking and language learning Type de document : texte imprimé Auteurs : Widjden Bousmid, Auteur ; El kheir Atamna, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 105 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Correlation  Critical Thinking  Language Learning Index. décimale : 420 Langue anglaise Résumé : Thinking critically is very significant in promoting language learning. However, its importance is mostly not deemed in the Algerian education. Therefore, this research aims at showing how substantial it is to integrate critical thinking skills in language learning, and we hypothesized that thinking critically enhances language learning. Our study begins with presenting the ideal approach wherein critical thinking can be implemented, the learners’ centered approach. Then, it defines learning, thinking, and shows the relationship between language and thought. Most importantly, this study provides a literature review about critical thinking which can be of great help to both students and teachers. Finally, it presents the investigation of the hypothesis. To reach the aim of the study, we relied on two means of research: the test and the interview. The sample of students chosen for this study were given a sample of the Watson Glaser appraisal test that evaluated their ability to think critically. The test results were compared to the students’ first semester exams scores that are supposed to reflect their language proficiency. The comparison between critical thinking and language proficiency scores showed that there is no correlation between the two variables; thus, we refuted the research’s hypothesis. We supposed that there are factors that made us reject our hypothesis, the supposition of particular factors served us to design the questions of the interview. The students’ answers affirmed that the factors hinder the students’ exams scores to be representative of their real language proficiency; hence, it affects the investigation of the correlation between the exams’ scores and critical thinking scores. Through the findings of this research, we drew several conclusions and suggested some implications like incorporating critical thinking in the teaching and assessment of language proficiency of English students at Constantine 1 University. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3640 Correlation between critical thinking and language learning [texte imprimé] / Widjden Bousmid, Auteur ; El kheir Atamna, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 105 f. ; 30 cm. Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Correlation  Critical Thinking  Language Learning Index. décimale : 420 Langue anglaise Résumé : Thinking critically is very significant in promoting language learning. However, its importance is mostly not deemed in the Algerian education. Therefore, this research aims at showing how substantial it is to integrate critical thinking skills in language learning, and we hypothesized that thinking critically enhances language learning. Our study begins with presenting the ideal approach wherein critical thinking can be implemented, the learners’ centered approach. Then, it defines learning, thinking, and shows the relationship between language and thought. Most importantly, this study provides a literature review about critical thinking which can be of great help to both students and teachers. Finally, it presents the investigation of the hypothesis. To reach the aim of the study, we relied on two means of research: the test and the interview. The sample of students chosen for this study were given a sample of the Watson Glaser appraisal test that evaluated their ability to think critically. The test results were compared to the students’ first semester exams scores that are supposed to reflect their language proficiency. The comparison between critical thinking and language proficiency scores showed that there is no correlation between the two variables; thus, we refuted the research’s hypothesis. We supposed that there are factors that made us reject our hypothesis, the supposition of particular factors served us to design the questions of the interview. The students’ answers affirmed that the factors hinder the students’ exams scores to be representative of their real language proficiency; hence, it affects the investigation of the correlation between the exams’ scores and critical thinking scores. Through the findings of this research, we drew several conclusions and suggested some implications like incorporating critical thinking in the teaching and assessment of language proficiency of English students at Constantine 1 University. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3640

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