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Partager le résultat de cette recherche Interroger des sources externesUsing telecollaboration through Facebook to develop the English as a foreign language Learners’ intercultural communicative competence / Fouzia Bennacer
Titre : Using telecollaboration through Facebook to develop the English as a foreign language Learners’ intercultural communicative competence : The case of First year Master students at the University of Mohammed Seddik ben Yahia/Jijel. Type de document : texte imprimé Auteurs : Fouzia Bennacer, Auteur ; Salah Kaouache, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 353 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Applied Linguistics Telecolleboration Facebook Enseignement Mix la competence communicative interculturelle
telecollaboration intercultural communicative competence Blended learning مشروع تعليمي عن بعد الفيسبوك الكفاءة التواصلية بين الثقافات التعليم المختلطIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study aimed at investigating the impact of the integration the use of Facebook on developing learners’ intercultural communicative competence. It was hypothesized that if Facebook experience is integrated in foreign language classrooms, learners will better benefit from it in developing their intercultural communicative competence. The integration took place within a telecollaborative project that was designed in collaboration with a Brazilian Professor, Stephan Hughes. 126 first year Master students at the department of English at the University of Mohammed Seddik Ben Yahia /Jijel and their Brazilian counterparts interacted with each other guided by weekly posted tasks in a Facebook group labelled ‘Cross Cultural Critical Thinkers’, established for this purpose. The telecollaborative project lasted for more
than three months, from mid-January to the end of April 2017, after being piloted in the first semester of the same academic year. The evaluation of the project was both quantitative and qualitative; three research tools were applied and triangulated. The ‘Assessment of Intercultural Competence’ developed by Fantini and Tirmizi in 2006 was used as a pre-test and a post-test; the participants’ observation covered their interaction both in class and online through the use of an observation grid and portfolios; and the focus group discussions were carried out at the end of the project. The results indicated that first year Master students who participated in the project achieved enhancement in the various abilities that constitute intercultural communicative competence, albeit they showed some individual variation. The efficiency of the project was further supported by the findings of the comparative study; the learners who participated in the project outperformed those who did not participate i.e. First year Master students at the University Centre of Mila, despite the fact that they had the same curriculum and syllabuses. The researcher concluded with depicting the limitations of the study and suggestions for further research.
Note de contenu : Appendix A: Definitions and Models of ICC.
Appendix B: Existing Assessments of ICC.
Appendix C: The Original Survey
Appendix D: The Survey used in the Current Study.
Appendix E: The Observation Grid.
Appendix F: The Tasks.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BEN1525.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11114 Using telecollaboration through Facebook to develop the English as a foreign language Learners’ intercultural communicative competence : The case of First year Master students at the University of Mohammed Seddik ben Yahia/Jijel. [texte imprimé] / Fouzia Bennacer, Auteur ; Salah Kaouache, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 353 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Applied Linguistics Telecolleboration Facebook Enseignement Mix la competence communicative interculturelle
telecollaboration intercultural communicative competence Blended learning مشروع تعليمي عن بعد الفيسبوك الكفاءة التواصلية بين الثقافات التعليم المختلطIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study aimed at investigating the impact of the integration the use of Facebook on developing learners’ intercultural communicative competence. It was hypothesized that if Facebook experience is integrated in foreign language classrooms, learners will better benefit from it in developing their intercultural communicative competence. The integration took place within a telecollaborative project that was designed in collaboration with a Brazilian Professor, Stephan Hughes. 126 first year Master students at the department of English at the University of Mohammed Seddik Ben Yahia /Jijel and their Brazilian counterparts interacted with each other guided by weekly posted tasks in a Facebook group labelled ‘Cross Cultural Critical Thinkers’, established for this purpose. The telecollaborative project lasted for more
than three months, from mid-January to the end of April 2017, after being piloted in the first semester of the same academic year. The evaluation of the project was both quantitative and qualitative; three research tools were applied and triangulated. The ‘Assessment of Intercultural Competence’ developed by Fantini and Tirmizi in 2006 was used as a pre-test and a post-test; the participants’ observation covered their interaction both in class and online through the use of an observation grid and portfolios; and the focus group discussions were carried out at the end of the project. The results indicated that first year Master students who participated in the project achieved enhancement in the various abilities that constitute intercultural communicative competence, albeit they showed some individual variation. The efficiency of the project was further supported by the findings of the comparative study; the learners who participated in the project outperformed those who did not participate i.e. First year Master students at the University Centre of Mila, despite the fact that they had the same curriculum and syllabuses. The researcher concluded with depicting the limitations of the study and suggestions for further research.
Note de contenu : Appendix A: Definitions and Models of ICC.
Appendix B: Existing Assessments of ICC.
Appendix C: The Original Survey
Appendix D: The Survey used in the Current Study.
Appendix E: The Observation Grid.
Appendix F: The Tasks.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BEN1525.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11114 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEN/fr/1525 BEN/1525 Thèse Bibliothèque principale Thèses Disponible
Titre : An ethnography based culture integrated approach to teaching English at the university Type de document : texte imprimé Auteurs : El Khiar Atamna ; Univ. de Constantine, Éditeur scientifique ; Zahri Harouni, Directeur de thèse Année de publication : 2008 Importance : 373 f. Format : 30 cm Note générale : Deux disponibles à la salle de recherche
Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Teaching English. An ethnography based culture integrated approach Applied linguistics University Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat En ligne : ../theses/anglais/ATA1024.pdf Permalink : index.php?lvl=notice_display&id=4891 An ethnography based culture integrated approach to teaching English at the university [texte imprimé] / El Khiar Atamna ; Univ. de Constantine, Éditeur scientifique ; Zahri Harouni, Directeur de thèse . - 2008 . - 373 f. ; 30 cm.
Deux disponibles à la salle de recherche
Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Teaching English. An ethnography based culture integrated approach Applied linguistics University Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat En ligne : ../theses/anglais/ATA1024.pdf Permalink : index.php?lvl=notice_display&id=4891 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ATA/1024 ATA/1024 Thèse Bibliothèque principale Thèses Disponible
Titre : Anxiety in Algerian students speaking EFL : The case of third year (Annaba University) Type de document : texte imprimé Auteurs : Aicha Khaloufi Seliam, Auteur ; Sa?d Keskes, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 251 f. Format : 30 cm. Note générale : 2 copies imprimes disponibles Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Applied linguistics EFL classroom speaking anxiety affecive factor
Classe Anglaهs langعث etrangère communication anxiété et facteur affectif قسم الإنكليزية لغة أجنبية المحادثة التخوف العامل النفسيIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Being two-ways exchange between two or more interlocutors, the oral skill
involves a face-to-face confrontation between speaker(s) and hearer(s). The
oral skill inevitably involves a panel of complex affective, cognitive, emotional
and situational variables different from the ones existing in the other skills. In
oral classes, learners are found to exhibit anxiety, a high fear of rejection,
avoidance and similar negative feelings that may result in failure in verbal
performance. The main focus of this study is fallen on the learners’ emotional
states as part of their EFL speaking and learning processes. The present research
aims at exploring the nature of English language speaking and the variables that
account for individual, interrogational and affective differences. Through this
work, we aim to know if low anxiety leads to a better learning, i.e whether
high/low anxiety is a good predictor or inhibitor of oral proficiency and
communicative skills. For this purpose, we have carried out an investigation
through a student-self-completion scale. Anxiety is a composite variable
consisting of uncertainty and insecurity as a reaction of being called on without
hand-raising, and embarrassment in speaking English in a classroom situation.
This classroom personality is related to achievement in oral-aural
comprehension and expression. The results obtained revealed that high-anxious
students have their own preferences and learning styles and that they would feel
more at ease if given more attention, time and moral support from the teacher’s
part to overcome their unfounded beliefs and fears in a classroom interaction.
Our sight has been directed towards this variable of a vital importance together
with other co-existing sub-variables (motivation, attitudes, self-esteem…)
through which the students “filter” their English learning and speaking.
Throughout the present study, link was established between success in language
learning and the approach used in language teaching, in particular between
communicative approach and oral outcomes of third-year Annaba University
students majoring in English.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/KHA1387.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10136 Anxiety in Algerian students speaking EFL : The case of third year (Annaba University) [texte imprimé] / Aicha Khaloufi Seliam, Auteur ; Sa?d Keskes, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 251 f. ; 30 cm.
2 copies imprimes disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Applied linguistics EFL classroom speaking anxiety affecive factor
Classe Anglaهs langعث etrangère communication anxiété et facteur affectif قسم الإنكليزية لغة أجنبية المحادثة التخوف العامل النفسيIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Being two-ways exchange between two or more interlocutors, the oral skill
involves a face-to-face confrontation between speaker(s) and hearer(s). The
oral skill inevitably involves a panel of complex affective, cognitive, emotional
and situational variables different from the ones existing in the other skills. In
oral classes, learners are found to exhibit anxiety, a high fear of rejection,
avoidance and similar negative feelings that may result in failure in verbal
performance. The main focus of this study is fallen on the learners’ emotional
states as part of their EFL speaking and learning processes. The present research
aims at exploring the nature of English language speaking and the variables that
account for individual, interrogational and affective differences. Through this
work, we aim to know if low anxiety leads to a better learning, i.e whether
high/low anxiety is a good predictor or inhibitor of oral proficiency and
communicative skills. For this purpose, we have carried out an investigation
through a student-self-completion scale. Anxiety is a composite variable
consisting of uncertainty and insecurity as a reaction of being called on without
hand-raising, and embarrassment in speaking English in a classroom situation.
This classroom personality is related to achievement in oral-aural
comprehension and expression. The results obtained revealed that high-anxious
students have their own preferences and learning styles and that they would feel
more at ease if given more attention, time and moral support from the teacher’s
part to overcome their unfounded beliefs and fears in a classroom interaction.
Our sight has been directed towards this variable of a vital importance together
with other co-existing sub-variables (motivation, attitudes, self-esteem…)
through which the students “filter” their English learning and speaking.
Throughout the present study, link was established between success in language
learning and the approach used in language teaching, in particular between
communicative approach and oral outcomes of third-year Annaba University
students majoring in English.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/KHA1387.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10136 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité KHA/1387 KHA/1387 Thèse Bibliothèque principale Thèses Disponible
Titre : A describtive study of reading comprehension difficulties and strategies of fourth year microbiology sutdents of Ferhat Abbas universiy at Setif Type de document : texte imprimé Auteurs : Zahia Mebarki ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse Année de publication : 2008 Importance : 466 f. Format : 30 cm Note générale : Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Strategies Applied linguistics Ferhat Abbas universiy at Setif Reading comprehension Fourth year Microbiology sutdents Difficulties Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MEB1023.pdf Permalink : index.php?lvl=notice_display&id=4883 A describtive study of reading comprehension difficulties and strategies of fourth year microbiology sutdents of Ferhat Abbas universiy at Setif [texte imprimé] / Zahia Mebarki ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse . - 2008 . - 466 f. ; 30 cm.
Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Strategies Applied linguistics Ferhat Abbas universiy at Setif Reading comprehension Fourth year Microbiology sutdents Difficulties Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MEB1023.pdf Permalink : index.php?lvl=notice_display&id=4883 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité MEB/1023 MEB/1023 Thèse Bibliothèque principale Thèses Disponible
Titre : Developping efficient writing strategies through the process approach and teacher's feedback : A case study Type de document : texte imprimé Auteurs : Mohammed Ouskourt ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse Année de publication : 2008 Importance : 331 f. Format : 30 cm Note générale : Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Teacher's feedback Second year students Setif university Applied linguistics Developping efficient writing strategies Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/OUS1036.pdf Permalink : index.php?lvl=notice_display&id=4894 Developping efficient writing strategies through the process approach and teacher's feedback : A case study [texte imprimé] / Mohammed Ouskourt ; Univ. de Constantine, Éditeur scientifique ; Farida Abderrahim, Directeur de thèse . - 2008 . - 331 f. ; 30 cm.
Deux disponibles à la salle de recherche Trois disponibles au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Teacher's feedback Second year students Setif university Applied linguistics Developping efficient writing strategies Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/OUS1036.pdf Permalink : index.php?lvl=notice_display&id=4894 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité OUS/1036 OUS/1036 Thèse Bibliothèque principale Thèses Disponible
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