12 recherche sur le tag 'feedback'   

Investigating students’ reactions to their teachers’ corrective oral feedback / Imene Brahimi 

Public ISBD Titre : Investigating students’ reactions to their teachers’ corrective oral feedback : The case of third year students at the university “des frères mentouri”, Constantine Type de document : texte imprimé Auteurs : Imene Brahimi, Auteur ; Nawal Chennaf, Auteur ; Salima Selmen, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 65 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  Students’ Reactions  TeachersCorrective Oral  Feedback Index. décimale : 420 Langue anglaise Résumé : Feedback is no doubt a crucial component of the learning process that is provided by the teacher in the classrooms. Teacher‟ oral feedback as a mean of correcting the students‟ oral production could help learners to improve their speaking skills. The present study aims at exploring the students‟ reactions to their teachers ‟oral feedback during oral expression sessions of third-year students of English at the Department of Letters and English Language, Frères Mentouri University- Constantine. In order to assess our hypothesis that the teachers‟ oral feedback would trigger the learners to enhance their speaking ability, we have used two questionnaires: the teachers questionnaire and the students questionnaire for collecting data. Those questionnaires have been directed to 50 third-year LMD students of English at the Department of Letters and English Language, Frères Mentouri University-Constantine and to 15 teachers of oral expression module. The results obtained from the analysis of the two questionnaires have revealed that both teachers and students appreciate the important role that the oral feedback plays in improving their speaking skills. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4651 Investigating students’ reactions to their teachers’ corrective oral feedback : The case of third year students at the university “des frères mentouri”, Constantine [texte imprimé] / Imene Brahimi, Auteur ; Nawal Chennaf, Auteur ; Salima Selmen, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 65 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Students’ Reactions  TeachersCorrective Oral  Feedback Index. décimale : 420 Langue anglaise Résumé : Feedback is no doubt a crucial component of the learning process that is provided by the teacher in the classrooms. Teacher‟ oral feedback as a mean of correcting the students‟ oral production could help learners to improve their speaking skills. The present study aims at exploring the students‟ reactions to their teachers ‟oral feedback during oral expression sessions of third-year students of English at the Department of Letters and English Language, Frères Mentouri University- Constantine. In order to assess our hypothesis that the teachers‟ oral feedback would trigger the learners to enhance their speaking ability, we have used two questionnaires: the teachers questionnaire and the students questionnaire for collecting data. Those questionnaires have been directed to 50 third-year LMD students of English at the Department of Letters and English Language, Frères Mentouri University-Constantine and to 15 teachers of oral expression module. The results obtained from the analysis of the two questionnaires have revealed that both teachers and students appreciate the important role that the oral feedback plays in improving their speaking skills. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4651

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The use of peer feedback as a strategy to improve student’s writing performance / Aida Teboul 

Public ISBD Titre : The use of peer feedback as a strategy to improve student’s writing performance : The case of second-year english students at frères mentouri university - constantine Type de document : texte imprimé Auteurs : Aida Teboul, Auteur ; Djamel Azil, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 74 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  Feedback  Strategy  Writing Performance Index. décimale : 420 Langue anglaise Résumé : Feedback is no doubt a crucial parameter in developing effective written compositions. It is usually provided by the teacher in the classrooms. However, other types of feedback could be used. In addition to the teacher feedback, peer feedback as a form of evaluating students‟ writing by their peers could help learners to improve their writing skills. The present thesis aims at exploring the impact of peer feedback as a strategy used in written expression sessions of second-year students of English at the Department of Letters and English Language, Frères Mentouri University-Constantine. After stating our hypothesis including that the use of peer feedback would trigger the learners to enhance their writing ability, we have used two questionnaires: the students‟ questionnaire and the teachers‟ questionnaire for collecting data that we need to analyze to check our hypothesis. Those questionnaires have been directed to second-year students (a sample of 45 students) and to teachers (10 teachers who are teaching the written expression module to second-year students). The results obtained from the analysis of the two questionnaires have revealed that, despite the fact that our teachers believe that peer feedback can work positively to improve their students‟ levels in writing, most of them keep neglecting and ignoring its operant implementation in their writing sessions. Yet, the students have shown positive attitudes towards the involvement of peer feedback as it creates a motivational atmosphere in which the students are involved. Furthermore, the results mirrored the great benefits of using peer feedback as an evaluation 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=6229 The use of peer feedback as a strategy to improve student’s writing performance : The case of second-year english students at frères mentouri university - constantine [texte imprimé] / Aida Teboul, Auteur ; Djamel Azil, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 74 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Feedback  Strategy  Writing Performance Index. décimale : 420 Langue anglaise Résumé : Feedback is no doubt a crucial parameter in developing effective written compositions. It is usually provided by the teacher in the classrooms. However, other types of feedback could be used. In addition to the teacher feedback, peer feedback as a form of evaluating students‟ writing by their peers could help learners to improve their writing skills. The present thesis aims at exploring the impact of peer feedback as a strategy used in written expression sessions of second-year students of English at the Department of Letters and English Language, Frères Mentouri University-Constantine. After stating our hypothesis including that the use of peer feedback would trigger the learners to enhance their writing ability, we have used two questionnaires: the students‟ questionnaire and the teachers‟ questionnaire for collecting data that we need to analyze to check our hypothesis. Those questionnaires have been directed to second-year students (a sample of 45 students) and to teachers (10 teachers who are teaching the written expression module to second-year students). The results obtained from the analysis of the two questionnaires have revealed that, despite the fact that our teachers believe that peer feedback can work positively to improve their students‟ levels in writing, most of them keep neglecting and ignoring its operant implementation in their writing sessions. Yet, the students have shown positive attitudes towards the involvement of peer feedback as it creates a motivational atmosphere in which the students are involved. Furthermore, the results mirrored the great benefits of using peer feedback as an evaluation 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=6229

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Investigating Students’ Attitudes towards Teacher’s Written Corrective Feedback in the Module of Writing The Case of First Year Students of English at Frères Mentouri, University of Constantine / Fouzia Zouaghi 

Public ISBD Titre : Investigating Students’ Attitudes towards Teacher’s Written Corrective Feedback in the Module of Writing The Case of First Year Students of English at Frères Mentouri, University of Constantine Type de document : texte imprimé Auteurs : Fouzia Zouaghi, Auteur ; Amira Belgroun, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2020 Importance : 73 f. Format : 30cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : corrective feedback  writing  students  attitudes  teachers  feedback  written expression module  descriptive method Index. décimale : 420 Langue anglaise Résumé : This study aims to investigate one of the most important elements in foreign language didactics; particularly, first-year students' attitudes towards the teacher's written corrective feedback in the module of writing. In addition to that, it aims to describe how the teacher is going to provide corrective feedback in learning the writing skill. Finally, it aims at finding out the students' preferred methods of corrective feedback. Our study is based upon this hypothesis: students would hold positive attitudes towards their teacher’s corrective feedback in the module of writing. The participants in this study are first-year LMD Students at the University of Frères Mentouri Constantine, at the Department of English language. The sample is composed of twenty-nine (29) students of group eight (08). This research was used a descriptive method that includes questionnaires for both the teacher of written expression (WE) and her students to know about their opinions, perceptions, and attitudes concerning corrective feedback. The results of the latter showed that students indeed hold positive attitudes towards their teacher’s feedback concerning the module of WE which proves the validity of the hypothesis. They also indicate that the teacher's feedback is very important for the students' performance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13503 Investigating Students’ Attitudes towards Teacher’s Written Corrective Feedback in the Module of Writing The Case of First Year Students of English at Frères Mentouri, University of Constantine [texte imprimé] / Fouzia Zouaghi, Auteur ; Amira Belgroun, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2020 . - 73 f. ; 30cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : corrective feedback  writing  students  attitudes  teachers  feedback  written expression module  descriptive method Index. décimale : 420 Langue anglaise Résumé : This study aims to investigate one of the most important elements in foreign language didactics; particularly, first-year students' attitudes towards the teacher's written corrective feedback in the module of writing. In addition to that, it aims to describe how the teacher is going to provide corrective feedback in learning the writing skill. Finally, it aims at finding out the students' preferred methods of corrective feedback. Our study is based upon this hypothesis: students would hold positive attitudes towards their teacher’s corrective feedback in the module of writing. The participants in this study are first-year LMD Students at the University of Frères Mentouri Constantine, at the Department of English language. The sample is composed of twenty-nine (29) students of group eight (08). This research was used a descriptive method that includes questionnaires for both the teacher of written expression (WE) and her students to know about their opinions, perceptions, and attitudes concerning corrective feedback. The results of the latter showed that students indeed hold positive attitudes towards their teacher’s feedback concerning the module of WE which proves the validity of the hypothesis. They also indicate that the teacher's feedback is very important for the students' performance. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=13503

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Investigating the attitudes of students and teachers towards teachers’ feedback in writing / Halima Debbache 

Public ISBD Titre : Investigating the attitudes of students and teachers towards teachers’ feedback in writing : The case study of third year students of english in frères Mentouri University, Constantine Type de document : texte imprimé Auteurs : Halima Debbache, Auteur ; Imane Bouchetba, Auteur ; Salima Selmen, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 87 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Linguistic Sciences  Students  Teachers  Feedback  Writing Index. décimale : 420 Langue anglaise Résumé : Writing in a foreign languages (FL) one of the most challenging and complex tasksfor language learners. It is a difficult skill that requires considerable effort and practice on the learners’ part to reach an acceptable level of writing. Due to the complexity of this skill, many students findit very difficult to produce a sufficient piece of writing.Teachers Feedback is an essential process in developing students writing skill. It helps the teachers to achieve their classroom objectives. This study hypothesized that Third year students in English Frères Mentoury University of Constantine (FMUC) dislike to receive feedback from their teachers i.e. they have negative attitude towards feedback. Therefore, the main objective of this study was to recognize how do students response to the teacher written feedback on their papers. The analyses of the teacher’s questionnaire proved insights concerning the real picture of teaching writing. The results yielded by the students questionnaire identified what type of feedback they prefer. From the results of this research we found out that teachers provide their students with corrective feedback (CF)and the later have positive attitude towards it . Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4410 Investigating the attitudes of students and teachers towards teachers’ feedback in writing : The case study of third year students of english in frères Mentouri University, Constantine [texte imprimé] / Halima Debbache, Auteur ; Imane Bouchetba, Auteur ; Salima Selmen, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 87 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Linguistic Sciences  Students  Teachers  Feedback  Writing Index. décimale : 420 Langue anglaise Résumé : Writing in a foreign languages (FL) one of the most challenging and complex tasksfor language learners. It is a difficult skill that requires considerable effort and practice on the learners’ part to reach an acceptable level of writing. Due to the complexity of this skill, many students findit very difficult to produce a sufficient piece of writing.Teachers Feedback is an essential process in developing students writing skill. It helps the teachers to achieve their classroom objectives. This study hypothesized that Third year students in English Frères Mentoury University of Constantine (FMUC) dislike to receive feedback from their teachers i.e. they have negative attitude towards feedback. Therefore, the main objective of this study was to recognize how do students response to the teacher written feedback on their papers. The analyses of the teacher’s questionnaire proved insights concerning the real picture of teaching writing. The results yielded by the students questionnaire identified what type of feedback they prefer. From the results of this research we found out that teachers provide their students with corrective feedback (CF)and the later have positive attitude towards it . Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4410

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Teachers’ and students’ attitudes toward positive feedback provision and its role in improving students’ speaking skill / Nedjma Messai 

Public ISBD Titre : Teachers’ and students’ attitudes toward positive feedback provision and its role in improving students’ speaking skill : A case study of first year students,university des frères mentouri, constantine Type de document : texte imprimé Auteurs : Nedjma Messai, Auteur ; Meriem Djihal, Auteur ; Nora Boudehane, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 76 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  Teachers’ and Students  Attitudes  toward Positive  Feedback Index. décimale : 420 Langue anglaise Résumé : The core of our study is to shed light on one of the most important techniques in teaching a foreign language, which is positive feedback provision to first year English language students. Our research emphasizes its effectiveness on students’ oral performance. This study is based on the hypothesis which states that the frequent provision of positive feedback to first year students, could improve the students’ speaking skill. The study aims to uncover the role of teachers’ positive feedback on students’ speaking development and to encourage teachers to provide this kind of feedback frequently in speaking classes in order to enable students enhance their oral production. One data gathering information tool was used in this research, which is the questionnaire; one questionnaire was administered to Oral Expression teachers at Constantine University, and it aimed mainly to investigate teachers’ provision of positive feedback in first year English classes and its role in helping students improve the speaking skill. Another questionnaire was administered to first year English language students at the same department; it aimed at investigating how often positive feedback is provided in speaking classes and the students’ oral performance while receiving such kind of feedback. The results obtained from both questionnaires, have shown that students like speaking but they struggle to perform it effectively due to some barriers, and that positive feedback provided by their teachers motivates them and increases their self-esteem and self-confidence to speak better. Furthermore, it helps them to enhance their speaking skill. Such results bear out the research hypothesis. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4742 Teachers’ and students’ attitudes toward positive feedback provision and its role in improving students’ speaking skill : A case study of first year students,university des frères mentouri, constantine [texte imprimé] / Nedjma Messai, Auteur ; Meriem Djihal, Auteur ; Nora Boudehane, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 76 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Teachers’ and Students  Attitudes  toward Positive  Feedback Index. décimale : 420 Langue anglaise Résumé : The core of our study is to shed light on one of the most important techniques in teaching a foreign language, which is positive feedback provision to first year English language students. Our research emphasizes its effectiveness on students’ oral performance. This study is based on the hypothesis which states that the frequent provision of positive feedback to first year students, could improve the students’ speaking skill. The study aims to uncover the role of teachers’ positive feedback on students’ speaking development and to encourage teachers to provide this kind of feedback frequently in speaking classes in order to enable students enhance their oral production. One data gathering information tool was used in this research, which is the questionnaire; one questionnaire was administered to Oral Expression teachers at Constantine University, and it aimed mainly to investigate teachers’ provision of positive feedback in first year English classes and its role in helping students improve the speaking skill. Another questionnaire was administered to first year English language students at the same department; it aimed at investigating how often positive feedback is provided in speaking classes and the students’ oral performance while receiving such kind of feedback. The results obtained from both questionnaires, have shown that students like speaking but they struggle to perform it effectively due to some barriers, and that positive feedback provided by their teachers motivates them and increases their self-esteem and self-confidence to speak better. Furthermore, it helps them to enhance their speaking skill. Such results bear out the research hypothesis. Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4742

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The effect of teachers’ corrective feedback on the students’ self- confidence in oral class. / Zineb Seghiri 

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The Effectiveness of Classroom Peer Review in Increasing Students’ Interest in Feedback to Better the Quality of Their Writings: The Case Study of First-Year Students, University of Constantine 1 / Lilia Abdelaziz 

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The impact of corrective feedback on students’grammatical errors in their writing / Linda Ammari 

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The impact of teachers' feedback on students writing abilities / Karima Bekkar 

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The role of teacher's corrective feedback in enhancing efl students' spoken performance / Mouna Benbekhma 

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