2 recherche sur le tag 'motivation.'   

Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics / Soumia Belhas 

Public ISBD Titre : Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics Type de document : texte imprimé Auteurs : Soumia Belhas, Auteur ; Farida Abderrahhim, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 145 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  comics  visual literacy  higher-order reading comprehension  multiliteracies  multimodality  motivation. Index. décimale : 420 Langue anglaise Résumé : In a digital era where multiliteracy is a norm, it is necessary for the learner to be exposed to multiple textual modes and to develop the right attitudes, awareness and skills to negotiate the meaning conveyed in these texts effectively. Comics are mediums that use visual representations as extensions of text in order to optimise reading comprehension processes. They allow learners to engage in active meaningful learning through problem solving and higher order thinking tasks. Therefore, the aim of the study is to measure the effectiveness of comics-based reading instruction in enhancing Third year Middle School pupils’ higher-order reading comprehension and visual thinking skills. The underlying hypothesis is that if comics are adequately used for Third year Middle School reading instruction, pupils will develop significantly higher reading comprehension and visual literacy skills. In order to test this hypothesis, we have designed a Quasi-Experimental Study with a Control group and an Experimental one based on the data gathered from exploratory Interviews administered to the twenty-two Third year Middle School pupils who constitute the sample. Pre-test and post-test measures showed that all the reading comprehension and visual literacy skills included in the test were significantly improved upon comics-based reading instruction, confirming our hypothesis. The motivational effect of comics and their effectiveness for reading instruction have been highlighted throughout this study as well as the limitations underlying their implementation in the classroom. However, these difficulties are easily remedied and outweighed by the incommensurable educational advantages of comics Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4733 Developing third year middle school pupils’ higher-order reading comprehension and visual literacy skills through comics [texte imprimé] / Soumia Belhas, Auteur ; Farida Abderrahhim, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 145 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  comics  visual literacy  higher-order reading comprehension  multiliteracies  multimodality  motivation. Index. décimale : 420 Langue anglaise Résumé : In a digital era where multiliteracy is a norm, it is necessary for the learner to be exposed to multiple textual modes and to develop the right attitudes, awareness and skills to negotiate the meaning conveyed in these texts effectively. Comics are mediums that use visual representations as extensions of text in order to optimise reading comprehension processes. They allow learners to engage in active meaningful learning through problem solving and higher order thinking tasks. Therefore, the aim of the study is to measure the effectiveness of comics-based reading instruction in enhancing Third year Middle School pupils’ higher-order reading comprehension and visual thinking skills. The underlying hypothesis is that if comics are adequately used for Third year Middle School reading instruction, pupils will develop significantly higher reading comprehension and visual literacy skills. In order to test this hypothesis, we have designed a Quasi-Experimental Study with a Control group and an Experimental one based on the data gathered from exploratory Interviews administered to the twenty-two Third year Middle School pupils who constitute the sample. Pre-test and post-test measures showed that all the reading comprehension and visual literacy skills included in the test were significantly improved upon comics-based reading instruction, confirming our hypothesis. The motivational effect of comics and their effectiveness for reading instruction have been highlighted throughout this study as well as the limitations underlying their implementation in the classroom. However, these difficulties are easily remedied and outweighed by the incommensurable educational advantages of comics Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4733

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The Use of Humorous Movie Clips as a Teaching Strategy to Motivate EFL Students and Enhance their Vocabulary Retention / Hazar Khaoula Lasses 

Public ISBD Titre : The Use of Humorous Movie Clips as a Teaching Strategy to Motivate EFL Students and Enhance their Vocabulary Retention Type de document : texte imprimé Auteurs : Hazar Khaoula Lasses, Auteur ; Ouided Arab, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2021 Importance : 127 f. Format : 30 cm. Note générale : Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Vocabulary and Vocabulary Retention  Motivation. Index. décimale : 420 Langue anglaise Résumé : Motivation and vocabulary retention are two of the closely related concepts that play an important role in learning a foreign language. However, it is noticed that EFL students suffer lack of motivation and have deficiencies in retaining the vocabulary they come across in the learning process. Hence, the present study aims at highlighting the impact of using humorous movie clips to enhance EFL students’ motivation and vocabulary retention. Therefore, it is Hypothesized that if teachers incorporate humorous movie clips in teaching, students’ motivation and vocabulary retention will improve. To test the validity of the research hypothesis, two questionnaires are used to collect data. Questionnaire for teachers which aims at investigating teachers’ perception and attitudes towards the use of humorous movie clips as a teaching strategy to motivate and to enhance students’ vocabulary retention and questionnaire for students with the objective of knowing students’ attitudes toward learning via humorous movie clips as a motivational strategy and a way to improve retention. The students’ questionnaire is administered to forty (40) students at the Department of English, at Frères Mentouri- Constantine 1 University. In addition, two tests; the intervention test that aims at measuring students understanding of the movie clips they were exposed to and the delayed post intervention test which aims at testing the improvement of students’ retention of vocabulary. The analysis and interpretation of data revealed that both students and teachers hold a positive perception of the impact of humorous movie clips to motivate students and enhance their retention of vocabulary. Furthermore, the findings of the test indicated that using humorous movie clips improved students’ vocabulary retention. Hence, it is highly recommended that teachers should include this strategy in teaching to motivate and enhance students’ retention of vocabulary Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15833 The Use of Humorous Movie Clips as a Teaching Strategy to Motivate EFL Students and Enhance their Vocabulary Retention [texte imprimé] / Hazar Khaoula Lasses, Auteur ; Ouided Arab, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2021 . - 127 f. ; 30 cm. Une copie electronique PDF disponible au BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Vocabulary and Vocabulary Retention  Motivation. Index. décimale : 420 Langue anglaise Résumé : Motivation and vocabulary retention are two of the closely related concepts that play an important role in learning a foreign language. However, it is noticed that EFL students suffer lack of motivation and have deficiencies in retaining the vocabulary they come across in the learning process. Hence, the present study aims at highlighting the impact of using humorous movie clips to enhance EFL students’ motivation and vocabulary retention. Therefore, it is Hypothesized that if teachers incorporate humorous movie clips in teaching, students’ motivation and vocabulary retention will improve. To test the validity of the research hypothesis, two questionnaires are used to collect data. Questionnaire for teachers which aims at investigating teachers’ perception and attitudes towards the use of humorous movie clips as a teaching strategy to motivate and to enhance students’ vocabulary retention and questionnaire for students with the objective of knowing students’ attitudes toward learning via humorous movie clips as a motivational strategy and a way to improve retention. The students’ questionnaire is administered to forty (40) students at the Department of English, at Frères Mentouri- Constantine 1 University. In addition, two tests; the intervention test that aims at measuring students understanding of the movie clips they were exposed to and the delayed post intervention test which aims at testing the improvement of students’ retention of vocabulary. The analysis and interpretation of data revealed that both students and teachers hold a positive perception of the impact of humorous movie clips to motivate students and enhance their retention of vocabulary. Furthermore, the findings of the test indicated that using humorous movie clips improved students’ vocabulary retention. Hence, it is highly recommended that teachers should include this strategy in teaching to motivate and enhance students’ retention of vocabulary Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=15833

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