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Auteur Naima Hamlaoui |
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Titre : An investigation of quality teaching of English-Speaking civilization and culture : case study of LMD students of the English department at Biskra university Type de document : texte imprimé Auteurs : Ahlem Salhi, Auteur ; Naima Hamlaoui, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 272 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research seeks to investigate quality teaching of English-speaking civilization and culture at the department of English studies of Biskra University. It attempts to probe quality teaching in regard to identify
causes of student retention and disinterest especially in lectures. In order to investigate this problem, we set two hypotheses: 1. English as a Foreign Language teachers and students at Mohamed Khider of Biskra University may have different perceptions about effective university quality teaching. 2. Quality teaching of Englishspeaking civilization and culture at Mohamed Khider of Biskra University may not gain EFL students’ interest and engagement in learning. The participants involved in this study were ten EFL teachers and one hundred thirty students from the department of foreign languages, division of English at Mohamed Khider of Biskra University of the academic year 2012/2013. Questionnaires, classroom observation and semi-structured interviews were used as the data collection tools to assess the participants’ teaching and learning experiences of Englishspeaking civilization and culture. The results reveal EFL teachers and students perceive quality teaching differently. Teachers valued the professional qualities rather than other types of qualities that are related to personality, however, students expect their teachers to be knowledgeable in the subject matter, skillful in employing the effective teaching strategies and techniques that may engage them actively in learning, as well as professional in teaching
in terms of personal appearance and organizational skills. The results reveal that Englishspeaking civilization and culture lectures at Biskra University do not raise EFL students’ interest and engagement. Lastly, the researcher recommends the collaboration of the university, teachers, and students which could lead to many improvements in quality teaching of English-speaking civilization and culture for EFL students.
Diplôme : Doctorat En ligne : ../theses/anglais/SAL1508.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10951 An investigation of quality teaching of English-Speaking civilization and culture : case study of LMD students of the English department at Biskra university [texte imprimé] / Ahlem Salhi, Auteur ; Naima Hamlaoui, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 272 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research seeks to investigate quality teaching of English-speaking civilization and culture at the department of English studies of Biskra University. It attempts to probe quality teaching in regard to identify
causes of student retention and disinterest especially in lectures. In order to investigate this problem, we set two hypotheses: 1. English as a Foreign Language teachers and students at Mohamed Khider of Biskra University may have different perceptions about effective university quality teaching. 2. Quality teaching of Englishspeaking civilization and culture at Mohamed Khider of Biskra University may not gain EFL students’ interest and engagement in learning. The participants involved in this study were ten EFL teachers and one hundred thirty students from the department of foreign languages, division of English at Mohamed Khider of Biskra University of the academic year 2012/2013. Questionnaires, classroom observation and semi-structured interviews were used as the data collection tools to assess the participants’ teaching and learning experiences of Englishspeaking civilization and culture. The results reveal EFL teachers and students perceive quality teaching differently. Teachers valued the professional qualities rather than other types of qualities that are related to personality, however, students expect their teachers to be knowledgeable in the subject matter, skillful in employing the effective teaching strategies and techniques that may engage them actively in learning, as well as professional in teaching
in terms of personal appearance and organizational skills. The results reveal that Englishspeaking civilization and culture lectures at Biskra University do not raise EFL students’ interest and engagement. Lastly, the researcher recommends the collaboration of the university, teachers, and students which could lead to many improvements in quality teaching of English-speaking civilization and culture for EFL students.
Diplôme : Doctorat En ligne : ../theses/anglais/SAL1508.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10951 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SAL/1508 SAL/1508 Thèse Bibliothèque principale Thèses Disponible Case study of first year linguistics’ tests in the English branch at Mohamed Khider University of Biskra / Salima Rabehi
Titre : Case study of first year linguistics’ tests in the English branch at Mohamed Khider University of Biskra Type de document : texte imprimé Auteurs : Salima Rabehi, Auteur ; Naima Hamlaoui, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 345 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Linguistique Fiabilité Tests d’évaluation Validité Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Teaching Linguistics for first year classes of the English Branch at Mohamed Khider
University of Biskra is a challenging task for most teachers. The majority of students have
difficulties in achieving satisfactory results in Linguistics tests. The present study aims at
investigating the reliability and validity of the testing models of Linguistics taking the case of
first year students of English at Mohamed Khider University of Biskra. The study targets first
year classes of the academic year 2011/2012 of the English Branch including 12 groups. The
sample concerns 7 groups out of 12 and 8 teachers of Linguistics (7 full-time teachers and 1
part-time teacher). The researcher utilized a triangulated research method encompassing four
data collection tools: questionnaires for both teachers of Linguistics and first year students, an
interview with teachers, a focus group discussion with students, and a classroom observation.
The result those students’ deficiencies in Linguistics do not lie in the reliability and validity
of the tests themselves, but rather in the teaching environment/ context, namely the class size
and the teaching methods in the first place. Finally, from an insider perspective and after
living the experience of teaching Linguistics with the implementation of ICTs (namely the
Language Laboratory and the Data Show), the researcher recommends the reduction of the
class size and the provision of sufficient ICT tools to permit teaching Linguistics in a new
setting which has proved its efficiency and positive impact on students’ achievement/ test
results
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/RAB1410.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10313 Case study of first year linguistics’ tests in the English branch at Mohamed Khider University of Biskra [texte imprimé] / Salima Rabehi, Auteur ; Naima Hamlaoui, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 345 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Linguistique Fiabilité Tests d’évaluation Validité Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Teaching Linguistics for first year classes of the English Branch at Mohamed Khider
University of Biskra is a challenging task for most teachers. The majority of students have
difficulties in achieving satisfactory results in Linguistics tests. The present study aims at
investigating the reliability and validity of the testing models of Linguistics taking the case of
first year students of English at Mohamed Khider University of Biskra. The study targets first
year classes of the academic year 2011/2012 of the English Branch including 12 groups. The
sample concerns 7 groups out of 12 and 8 teachers of Linguistics (7 full-time teachers and 1
part-time teacher). The researcher utilized a triangulated research method encompassing four
data collection tools: questionnaires for both teachers of Linguistics and first year students, an
interview with teachers, a focus group discussion with students, and a classroom observation.
The result those students’ deficiencies in Linguistics do not lie in the reliability and validity
of the tests themselves, but rather in the teaching environment/ context, namely the class size
and the teaching methods in the first place. Finally, from an insider perspective and after
living the experience of teaching Linguistics with the implementation of ICTs (namely the
Language Laboratory and the Data Show), the researcher recommends the reduction of the
class size and the provision of sufficient ICT tools to permit teaching Linguistics in a new
setting which has proved its efficiency and positive impact on students’ achievement/ test
results
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/RAB1410.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10313 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité RAB/1410 RAB/1410 Thèse Bibliothèque principale Thèses Disponible
Titre : A domain specific approach to personal epistemology : A Study of Students’ Beliefs and Academic achievement of high and low achieving English as a Foreign Language Master students at the University Frères Mentouri, Constantine1. Type de document : texte imprimé Auteurs : Amel Sakraoui, Auteur ; Naima Hamlaoui, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 332 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : English language:Linguistics
and English Language Teaching Auto-croyance sciences du langage succés académique analyse du discours médiacre performant self-beliefs English language sciences academic achievement discourse analysis low-achieving high achieving academic المعتقدات الذاتية علوم اللغة المناهج النجاح الاكاديمية تحليل الخطابIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
As an extension to previous research in the area of self-referent phenomena in the field of teaching English as a foreign language, the present investigation aims at exploring the academic self-perceptions of Algerian students in the specific situation of teaching English as a foreign language at the university level. To this end, a survey was developed to gauge learners’ self-beliefs and perceptions in the specific context of English language sciences. The «Academic Self-Beliefs Survey in English Language Sciences» was administered to a sample of 73 Master I students enrolled in English language sciences at the University of Constantine1 during the academic year 2014-2015. It is hypothesized that Master1 students might attain successful outcomes in the subject of discourse analysis if they nurture positive and healthy self- beliefs in the area of English language sciences. The other related hypothesis
is that Master1 students might obtain unsuccessful results in the subject of discourse analysis if they nurture negative, unhealthy self-beliefs in English language sciences. In the analysis of data, descriptive and inferential statistics were implemented. The Pearson product moment correlation, the chi-square test and cross tabulation statistics were computed to determine the degree of association between learner’s self-related perceptions and their first-semester exam outcomes in Discourse Analysis. The emerging results reflect the valence, the complexity and the specificity of the teaching learning situation: Both Pearson correlations and chi-square
testing show inconsistencies and disconnections between learner’s self-judgments and their actual first-semester scores in discourse analysis. Recommendations and implications of the study are discussed and directions for future research agendas in harmony with the objectives of the current educational reforms are suggested.Note de contenu : Appendices. Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SAK1551.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11272 A domain specific approach to personal epistemology : A Study of Students’ Beliefs and Academic achievement of high and low achieving English as a Foreign Language Master students at the University Frères Mentouri, Constantine1. [texte imprimé] / Amel Sakraoui, Auteur ; Naima Hamlaoui, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 332 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : English language:Linguistics
and English Language Teaching Auto-croyance sciences du langage succés académique analyse du discours médiacre performant self-beliefs English language sciences academic achievement discourse analysis low-achieving high achieving academic المعتقدات الذاتية علوم اللغة المناهج النجاح الاكاديمية تحليل الخطابIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
As an extension to previous research in the area of self-referent phenomena in the field of teaching English as a foreign language, the present investigation aims at exploring the academic self-perceptions of Algerian students in the specific situation of teaching English as a foreign language at the university level. To this end, a survey was developed to gauge learners’ self-beliefs and perceptions in the specific context of English language sciences. The «Academic Self-Beliefs Survey in English Language Sciences» was administered to a sample of 73 Master I students enrolled in English language sciences at the University of Constantine1 during the academic year 2014-2015. It is hypothesized that Master1 students might attain successful outcomes in the subject of discourse analysis if they nurture positive and healthy self- beliefs in the area of English language sciences. The other related hypothesis
is that Master1 students might obtain unsuccessful results in the subject of discourse analysis if they nurture negative, unhealthy self-beliefs in English language sciences. In the analysis of data, descriptive and inferential statistics were implemented. The Pearson product moment correlation, the chi-square test and cross tabulation statistics were computed to determine the degree of association between learner’s self-related perceptions and their first-semester exam outcomes in Discourse Analysis. The emerging results reflect the valence, the complexity and the specificity of the teaching learning situation: Both Pearson correlations and chi-square
testing show inconsistencies and disconnections between learner’s self-judgments and their actual first-semester scores in discourse analysis. Recommendations and implications of the study are discussed and directions for future research agendas in harmony with the objectives of the current educational reforms are suggested.Note de contenu : Appendices. Diplôme : Doctorat en sciences En ligne : ../theses/anglais/SAK1551.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11272 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité SAK/1551 SAK/1551 Thèse Bibliothèque principale Thèses Disponible
Titre : The impact of corrective feedback on learners’ written Productions : The case of third year EFL students at Biskra University Type de document : texte imprimé Auteurs : Samira Benidir, Auteur ; Naima Hamlaoui, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 372 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles.
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study seeks to explore the causes behind the difficulties that EFL students at Mohamed Khider Biskra University encounter in writing and to demonstrate the important place that corrective feedback holds in the teaching of writing. It attempts to demonstrate some frequent problems often found in the writings of EFL students at Biskra University from both interlingual and intralingual angles. It tries also to show that the role of teachers’ error correction is decisively substantial in fostering students’ written performance though its importance has been strongly debated for decades. The first hypothesis raised in this
study states that interlingual and intralingual interference may be two main causes of errors which most students produce at various stages in writing and the second hypothesis suggests that if teachers provide effective corrective feedback, they may promote students’ written production. Combining quantitative and qualitative methods, the research collects the data first by means of teachers’ questionnaires distributed to all teachers of written expression in the Branch of English Studies in the Department of Foreign Languages at Mohamed Khider Biskra University. Then, the essays of thirty EFL students were analyzed to identify, describe and classify the different types of errors and finally diagnose their sources. The last means of data collection was a pre-experimental design in which a study group was exposed to an instructional treatment in the form of permanent and clear
corrective feedback in order to observe the progress in the students’ posttest. The results reveal that there is a great necessity to identify and diagnose the factors that cause students’ recurrent errors in writing in order to be able to respond to them thoughtfully by implementing effective corrective feedback
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BEN1451.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10615 The impact of corrective feedback on learners’ written Productions : The case of third year EFL students at Biskra University [texte imprimé] / Samira Benidir, Auteur ; Naima Hamlaoui, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 372 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This study seeks to explore the causes behind the difficulties that EFL students at Mohamed Khider Biskra University encounter in writing and to demonstrate the important place that corrective feedback holds in the teaching of writing. It attempts to demonstrate some frequent problems often found in the writings of EFL students at Biskra University from both interlingual and intralingual angles. It tries also to show that the role of teachers’ error correction is decisively substantial in fostering students’ written performance though its importance has been strongly debated for decades. The first hypothesis raised in this
study states that interlingual and intralingual interference may be two main causes of errors which most students produce at various stages in writing and the second hypothesis suggests that if teachers provide effective corrective feedback, they may promote students’ written production. Combining quantitative and qualitative methods, the research collects the data first by means of teachers’ questionnaires distributed to all teachers of written expression in the Branch of English Studies in the Department of Foreign Languages at Mohamed Khider Biskra University. Then, the essays of thirty EFL students were analyzed to identify, describe and classify the different types of errors and finally diagnose their sources. The last means of data collection was a pre-experimental design in which a study group was exposed to an instructional treatment in the form of permanent and clear
corrective feedback in order to observe the progress in the students’ posttest. The results reveal that there is a great necessity to identify and diagnose the factors that cause students’ recurrent errors in writing in order to be able to respond to them thoughtfully by implementing effective corrective feedback
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BEN1451.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10615 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEN/1451 BEN/1451 Thèse Bibliothèque principale Thèses Disponible
