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Titre : The Effectiveness of proofreading in minimizing mstakes : The Case Study of third year students, university of constantine Type de document : texte imprimé Auteurs : Djalal Tebib, Auteur ; Zina Debboune, Auteur ; Nacif Labed, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2011 Importance : 69 f. Format : 30 cm. Langues : Anglais (eng) Tags : Effectiveness Proofreading Mistakes Students’ Writings Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the effectiveness of proofreading in minimizing
mistakes in students’ writings. Our main objective is to raise students’ awareness about
the usefulness of proofreading. At the same time, we want to check whether students
proofread their writings. Hence, we hypothesized that if 3rd year students accurately
proofread their writing; they will minimize mistakes, and thus produce good pieces of
writing. To check the research hypothesis and reach our aims, two research tools were
used: two questionnaires and an in-class writing test. One questionnaire was given to
teachers of writing at the department of languages. The other questionnaire and the test
were administered to 3rd year students at the same department. The analysis and the
discussion of the obtained data have shown that the students made a considerable
number of mistakes at the level of both form and content. That is, the students seem to
overlook the proofreading stage and thus often produce poor writings. After raising the
students’ awareness about proofreading they could reduce the number of mistakes in
their written products. Therefore, our hypothesis has been confirmed.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3430 The Effectiveness of proofreading in minimizing mstakes : The Case Study of third year students, university of constantine [texte imprimé] / Djalal Tebib, Auteur ; Zina Debboune, Auteur ; Nacif Labed, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2011 . - 69 f. ; 30 cm.
Langues : Anglais (eng)
Tags : Effectiveness Proofreading Mistakes Students’ Writings Index. décimale : 420 Langue anglaise Résumé : The present study aims at investigating the effectiveness of proofreading in minimizing
mistakes in students’ writings. Our main objective is to raise students’ awareness about
the usefulness of proofreading. At the same time, we want to check whether students
proofread their writings. Hence, we hypothesized that if 3rd year students accurately
proofread their writing; they will minimize mistakes, and thus produce good pieces of
writing. To check the research hypothesis and reach our aims, two research tools were
used: two questionnaires and an in-class writing test. One questionnaire was given to
teachers of writing at the department of languages. The other questionnaire and the test
were administered to 3rd year students at the same department. The analysis and the
discussion of the obtained data have shown that the students made a considerable
number of mistakes at the level of both form and content. That is, the students seem to
overlook the proofreading stage and thus often produce poor writings. After raising the
students’ awareness about proofreading they could reduce the number of mistakes in
their written products. Therefore, our hypothesis has been confirmed.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3430 Exemplaires
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Titre : The Effectiveness of authentic videos with bimodal Type de document : texte imprimé Auteurs : Moufida Farah, Auteur ; Selma Menidjeli, Auteur ; El kheir Atamna, Auteur Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 72 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en Bus Langues : Anglais (eng) Tags : Language Studies Effectiveness AuthVocabulary Learning entic Videos Bimodal Index. décimale : 420 Langue anglaise Résumé : Vocabulary knowledge has been identified as the most important aspect of learning a foreign
language. With this in mind, it is imperative, in every content area, to search for the best
techniques in vocabulary instruction that will ultimately be beneficial to EFL students in
terms of vocabulary learning. The current research attempts to explore vocabulary learning
through an effective teaching tool in enriching EFL students’ vocabulary knowledge, namely
the use of authentic videos with bimodal subtitles. The combination between sound, image
and text provides learners with an authentic input in an appropriate context with
grammatically well-formed sentences and which enables them to easily grasp concepts and in
turn results in better retention and recall of the vocabulary items used. To prove the
effectiveness of this tool, an experiment was carried out at the Department of English at the
University Constantine 1 with 40 LMD third year students. Students’ level was first tested by
a pre-test, which appeared to be quite low with regard to the vocabulary items that were used.
Then, the population was equally divided into two groups, the experimental group was taught
with 3 videos, selected by the researchers, with bimodal subtitles, while the control group
watched the same videos but without the support of subtitles. The experiment lasted 3 weeks.
After being exposed to the subtitled videos, the performance of the experimental group in the
post-test showed significance gain in vocabulary from pre to post testing which proves that
authentic videos with bimodal subtitles are a rich source of vocabulary that needs to be
implemented in the EFL classroom settings.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3632 The Effectiveness of authentic videos with bimodal [texte imprimé] / Moufida Farah, Auteur ; Selma Menidjeli, Auteur ; El kheir Atamna, Auteur . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 72 f. ; 30 cm.
Une copie électronique PDF disponible en Bus
Langues : Anglais (eng)
Tags : Language Studies Effectiveness AuthVocabulary Learning entic Videos Bimodal Index. décimale : 420 Langue anglaise Résumé : Vocabulary knowledge has been identified as the most important aspect of learning a foreign
language. With this in mind, it is imperative, in every content area, to search for the best
techniques in vocabulary instruction that will ultimately be beneficial to EFL students in
terms of vocabulary learning. The current research attempts to explore vocabulary learning
through an effective teaching tool in enriching EFL students’ vocabulary knowledge, namely
the use of authentic videos with bimodal subtitles. The combination between sound, image
and text provides learners with an authentic input in an appropriate context with
grammatically well-formed sentences and which enables them to easily grasp concepts and in
turn results in better retention and recall of the vocabulary items used. To prove the
effectiveness of this tool, an experiment was carried out at the Department of English at the
University Constantine 1 with 40 LMD third year students. Students’ level was first tested by
a pre-test, which appeared to be quite low with regard to the vocabulary items that were used.
Then, the population was equally divided into two groups, the experimental group was taught
with 3 videos, selected by the researchers, with bimodal subtitles, while the control group
watched the same videos but without the support of subtitles. The experiment lasted 3 weeks.
After being exposed to the subtitled videos, the performance of the experimental group in the
post-test showed significance gain in vocabulary from pre to post testing which proves that
authentic videos with bimodal subtitles are a rich source of vocabulary that needs to be
implemented in the EFL classroom settings.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=3632 Exemplaires
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Titre : Assumptions towards the effectiveness of the audio-visual method in teaching the listening skill : The case of second – year students of english at the ens (constantine) Type de document : texte imprimé Auteurs : Amel Aftis, Auteur ; Ilhem Sahraoui, Auteur ; Djamila Babaa, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 70 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Applied Language Studies Effectiveness Audio-Visual Method Teaching Listening Skill Index. décimale : 420 Langue anglaise Résumé : The purpose of this dissertation is to investigate the assumptions of the teachers and students
towards the effectiveness of the Audio-Visual method in teaching the listening skill of
English. In order to help students foster their listening abilities, teachers must use effective
methods. The use of technology inside classes may help students improve their listening
competence. Thus, we hypothesis that if the Audio-Visual method is used in teaching the
listening skill, students’ listening abilities will be enhanced. To check the validity of this
hypothesis, two questionnaires are administrated: one to second year students and another one
to their teachers at the Department of English in École Normale Supérieure (ENS) of
Constantine. The analysis of data shows that the implementation of the Audio-Visual method
in teaching listening can be a very effective tool to enhance learners’ listening abilities. The
findings also show that both teachers and students have demonstrated very positive attitudes
with regard to the use of such method in the English as a Foreign Language classroom.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5192 Assumptions towards the effectiveness of the audio-visual method in teaching the listening skill : The case of second – year students of english at the ens (constantine) [texte imprimé] / Amel Aftis, Auteur ; Ilhem Sahraoui, Auteur ; Djamila Babaa, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 70 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Applied Language Studies Effectiveness Audio-Visual Method Teaching Listening Skill Index. décimale : 420 Langue anglaise Résumé : The purpose of this dissertation is to investigate the assumptions of the teachers and students
towards the effectiveness of the Audio-Visual method in teaching the listening skill of
English. In order to help students foster their listening abilities, teachers must use effective
methods. The use of technology inside classes may help students improve their listening
competence. Thus, we hypothesis that if the Audio-Visual method is used in teaching the
listening skill, students’ listening abilities will be enhanced. To check the validity of this
hypothesis, two questionnaires are administrated: one to second year students and another one
to their teachers at the Department of English in École Normale Supérieure (ENS) of
Constantine. The analysis of data shows that the implementation of the Audio-Visual method
in teaching listening can be a very effective tool to enhance learners’ listening abilities. The
findings also show that both teachers and students have demonstrated very positive attitudes
with regard to the use of such method in the English as a Foreign Language classroom.Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5192 Réservation
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Titre : The effectiveness of using games in teaching the present perfect tense : A case study of second year english students of constantine1 university Type de document : texte imprimé Auteurs : Afaf Maafa, Auteur ; Ratiba Kihal, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2013 Importance : 78 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Language Sciences Effectiveness Games Teaching Tense Index. décimale : 420 Langue anglaise Résumé : One of the most problematic areas of teaching and learning English grammar is the
issues of tense and aspect. The present perfect is considered as the most confusing tense for
English language learners. In order to avoid such confusion, it needs to be practised in real
situations where there is a match between the tense and its use. It is believed that educational
games bring real life context into the classroom and create a comfortable and enjoyable
atmosphere for learning; therefore, this study is conducted in order to investigate the role of
educational games in motivating students to understand and use the present perfect correctly.
In this respect, it is hypothesized that if grammar teachers integrate language games as a part
of their present perfect instruction, students will get a better understanding of its different
functions and use it correctly. The fieldwork of this study is based on an experimental design.
The subjects of the research are second year English students selected randomly from the
department of English, Constantine1 University. The selected sample consists of 40 students
divided equally into two groups: the experimental group and the control group. Before the
treatment, both groups are requested to answer the test which aims at diagnosing their actual
level. The results obtained from the test prove that students really have difficulties in using
the present perfect. Then, the experimental group has been taught using games, while the
control group was left untreated. Last, both groups are asked again to answer the same test.
The analysis and the discussion of the data obtained from the pre-test and the post-test of both
groups are compared. The results clearly show that the experimental group, after receiving the
treatment, outscores the control one in terms of right answers, and their performance has
significantly improved. Thus, the stated hypothesis is confirmedDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5729 The effectiveness of using games in teaching the present perfect tense : A case study of second year english students of constantine1 university [texte imprimé] / Afaf Maafa, Auteur ; Ratiba Kihal, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2013 . - 78 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Language Sciences Effectiveness Games Teaching Tense Index. décimale : 420 Langue anglaise Résumé : One of the most problematic areas of teaching and learning English grammar is the
issues of tense and aspect. The present perfect is considered as the most confusing tense for
English language learners. In order to avoid such confusion, it needs to be practised in real
situations where there is a match between the tense and its use. It is believed that educational
games bring real life context into the classroom and create a comfortable and enjoyable
atmosphere for learning; therefore, this study is conducted in order to investigate the role of
educational games in motivating students to understand and use the present perfect correctly.
In this respect, it is hypothesized that if grammar teachers integrate language games as a part
of their present perfect instruction, students will get a better understanding of its different
functions and use it correctly. The fieldwork of this study is based on an experimental design.
The subjects of the research are second year English students selected randomly from the
department of English, Constantine1 University. The selected sample consists of 40 students
divided equally into two groups: the experimental group and the control group. Before the
treatment, both groups are requested to answer the test which aims at diagnosing their actual
level. The results obtained from the test prove that students really have difficulties in using
the present perfect. Then, the experimental group has been taught using games, while the
control group was left untreated. Last, both groups are asked again to answer the same test.
The analysis and the discussion of the data obtained from the pre-test and the post-test of both
groups are compared. The results clearly show that the experimental group, after receiving the
treatment, outscores the control one in terms of right answers, and their performance has
significantly improved. Thus, the stated hypothesis is confirmedDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5729 Réservation
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Titre : The effectiveness of project-based learning in enhancing students’ collaborative writing: : The case of second-year middle school students at chelghoum laid - mila Type de document : texte imprimé Auteurs : Adra Menad, Auteur ; Mokhtar Hamadouche, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 110 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Tags : Language Sciences Effectiveness Project-based Collaborative Writing Index. décimale : 420 Langue anglaise Résumé : English curricula is still offering theories and traditional teaching methods in which
learners are almost passive instead of introducing new methods such as learning by doing,
experiential learning and student-directed/centered learning. Over the years, field trips,
laboratory investigations and other projects have been planned to enrich and extend the
curriculum and to engage learners in their own learning by involving them in challengingreal-
life situations that help in developing collaboration and decision-making strategies.
The present study investigates the effectiveness of project-based learning on Secondary
School learners’ collaborative writing performance through projects that emphasize
collaborative work and writing efficiency. Therefore, we hypothesize that if projects are welldeveloped
and implemented in the Foreign Language classroom, learners’ collaborative
writing will be enhanced in terms of writing outcomes and collaboration skills. For this, we
opted for three main research tools: an observation of learners’ tendencies while working in
groups, a teachers’ questionnaire and a quasi-experimental research design. The aim of the
observation is to evaluate qualitatively learners’ development as regards their group work and
contribution to the task. The questionnaire is done to reveal teachers’ attitudes towards the
effectiveness of project-based learning on collaborative writing. Finally, the objective of the
quasi-experiment is to measure quantitatively learners’ progress regarding their writing
performance as compared to the criteria of acceptability of the English written discourse and
to their performance before the treatmentDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6438 The effectiveness of project-based learning in enhancing students’ collaborative writing: : The case of second-year middle school students at chelghoum laid - mila [texte imprimé] / Adra Menad, Auteur ; Mokhtar Hamadouche, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Frères Mentouri Constantine, 2015 . - 110 f. ; 30 cm.
Une copie électronique PDF disponible en BUC.
Langues : Anglais (eng)
Tags : Language Sciences Effectiveness Project-based Collaborative Writing Index. décimale : 420 Langue anglaise Résumé : English curricula is still offering theories and traditional teaching methods in which
learners are almost passive instead of introducing new methods such as learning by doing,
experiential learning and student-directed/centered learning. Over the years, field trips,
laboratory investigations and other projects have been planned to enrich and extend the
curriculum and to engage learners in their own learning by involving them in challengingreal-
life situations that help in developing collaboration and decision-making strategies.
The present study investigates the effectiveness of project-based learning on Secondary
School learners’ collaborative writing performance through projects that emphasize
collaborative work and writing efficiency. Therefore, we hypothesize that if projects are welldeveloped
and implemented in the Foreign Language classroom, learners’ collaborative
writing will be enhanced in terms of writing outcomes and collaboration skills. For this, we
opted for three main research tools: an observation of learners’ tendencies while working in
groups, a teachers’ questionnaire and a quasi-experimental research design. The aim of the
observation is to evaluate qualitatively learners’ development as regards their group work and
contribution to the task. The questionnaire is done to reveal teachers’ attitudes towards the
effectiveness of project-based learning on collaborative writing. Finally, the objective of the
quasi-experiment is to measure quantitatively learners’ progress regarding their writing
performance as compared to the criteria of acceptability of the English written discourse and
to their performance before the treatmentDiplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6438 Réservation
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