Catalogue des Mémoires de master

Titre : |
The influence of anxiety on efl learners' writing achievement : The case of first-yearlmd students department of english university of constantine |
Type de document : |
texte imprimé |
Auteurs : |
Ahlem Mezerri, Auteur ; Larbi El-kolli, 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 Anxiety EFL Learners |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Although anxiety is a common phenomenon in the educational field, especially in teaching
English as a foreign language, most teachers fail to identify anxious students while they are
less willing to learn how to write effectively in English Language. The present dissertation is
conducted to investigate the influence of anxiety on the writing skill for EFL learners at the
university of Constantine. This work is simply an attempt to diagnose the area of difficulty
that leads to students’ failure in accomplishing the writing tasks, one tries through this thesis
to specify types, sources, and the cause of this problem which is actually related to students’
lack of motivation, low performance, internal conflicts and stress from school in addition to
low levels of self-esteem and competitiveness that is why they find it difficult to engage in
writing compositions. In relation to this, we hypothesized that if students can minimize the
troubling effects of anxiety, they will improve their writing achievement. In this study, we
used different questionnaires that can be involved in the collection of quantitative data to
answer the research question and they are administered to both teachers and students. The
analysis of the results with the information included in chapter one provided us with a clear
idea about the students’ actual level in writing and how the negative effects of anxiety are
considered as the major obstacle for learners’ frustration and disappointment. The results of
the analysis also allowed us to say that our hypothesis is confirmed and recommended that
teachers’ role is important in alleviating students’ anxiety and motivating them to write better. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5609 |
The influence of anxiety on efl learners' writing achievement : The case of first-yearlmd students department of english university of constantine [texte imprimé] / Ahlem Mezerri, Auteur ; Larbi El-kolli, Directeur de thèse . - CONSTANTINE [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 Anxiety EFL Learners |
Index. décimale : |
420 Langue anglaise |
Résumé : |
Although anxiety is a common phenomenon in the educational field, especially in teaching
English as a foreign language, most teachers fail to identify anxious students while they are
less willing to learn how to write effectively in English Language. The present dissertation is
conducted to investigate the influence of anxiety on the writing skill for EFL learners at the
university of Constantine. This work is simply an attempt to diagnose the area of difficulty
that leads to students’ failure in accomplishing the writing tasks, one tries through this thesis
to specify types, sources, and the cause of this problem which is actually related to students’
lack of motivation, low performance, internal conflicts and stress from school in addition to
low levels of self-esteem and competitiveness that is why they find it difficult to engage in
writing compositions. In relation to this, we hypothesized that if students can minimize the
troubling effects of anxiety, they will improve their writing achievement. In this study, we
used different questionnaires that can be involved in the collection of quantitative data to
answer the research question and they are administered to both teachers and students. The
analysis of the results with the information included in chapter one provided us with a clear
idea about the students’ actual level in writing and how the negative effects of anxiety are
considered as the major obstacle for learners’ frustration and disappointment. The results of
the analysis also allowed us to say that our hypothesis is confirmed and recommended that
teachers’ role is important in alleviating students’ anxiety and motivating them to write better. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5609 |
|
Réservation
Réserver ce document
Exemplaires (1)
|
MSENG130121 | MSENG130121 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte integreAdobe Acrobat PDF | | |