Résultat de la recherche
6 recherche sur le tag
'Cooperative learning' 
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Interroger des sources externesAdopting a student-centered approach through cooperative learning to enhance students’ writing skill / Nora Boudehane
Titre : Adopting a student-centered approach through cooperative learning to enhance students’ writing skill : The case of second year students, University of Constantine Type de document : texte imprimé Auteurs : Nora Boudehane, Auteur ; Nacif Labed, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 270 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Language Sciences Cooperative learning the S.T.A.D Method Writing l'apprentissage coopératif la méthode de STAD écrit التعبير الكتابي التعلم التعاوني منهجية S.T.A.D Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The study’s focal point is to check whether cooperative learning is a step forward to create a well-managed classroom that allows effective learners’ cooperation, performance and involvement. The study also sets out to investigate the way teachers of writing make students work jointly and whether teachers use cooperative learning appropriately at the Department of Letters and the English Language, University of Constantine. To see clearly into the efficacy of cooperative learning, the researcher advanced the hypothesis that if learners are taught writing from a student-centeredness perspective via cooperative learning, their writing is likely to improve. Two questionnaires, one for teachers of writing and another for a sample of second years, and a post-test were used to collect data about the various and pertinent issues on cooperative learning. The teachers questionnaire results showed that although teachers lack effective implementation of cooperative learning, they think it is efficacious in boosting learners’ writing. The data of the students questionnaire, showed positive attitudes toward writing in small group contexts. To further evaluate the effectiveness of using cooperative learning in teaching writing, we conducted an experiment in which the Experimental Group received the experiment treatment, i.e. the adapted Student Team-achievement Divisions
method (S.T.A.D). The students of this group were asked to accomplish five cooperative writing tasks and five individual writing ones whereas the students of the Control Group were asked to complete the same ten tasks individually. The analysis of the data of the experiment, after comparing the two groups’ individual written works and after conducting the post-test, showed a significant achievement among the subjects of the Experimental Group in comparison to that of the Control Group. Such results bear out the research hypothesis (H1).
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1396.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10206 Adopting a student-centered approach through cooperative learning to enhance students’ writing skill : The case of second year students, University of Constantine [texte imprimé] / Nora Boudehane, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 270 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Language Sciences Cooperative learning the S.T.A.D Method Writing l'apprentissage coopératif la méthode de STAD écrit التعبير الكتابي التعلم التعاوني منهجية S.T.A.D Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The study’s focal point is to check whether cooperative learning is a step forward to create a well-managed classroom that allows effective learners’ cooperation, performance and involvement. The study also sets out to investigate the way teachers of writing make students work jointly and whether teachers use cooperative learning appropriately at the Department of Letters and the English Language, University of Constantine. To see clearly into the efficacy of cooperative learning, the researcher advanced the hypothesis that if learners are taught writing from a student-centeredness perspective via cooperative learning, their writing is likely to improve. Two questionnaires, one for teachers of writing and another for a sample of second years, and a post-test were used to collect data about the various and pertinent issues on cooperative learning. The teachers questionnaire results showed that although teachers lack effective implementation of cooperative learning, they think it is efficacious in boosting learners’ writing. The data of the students questionnaire, showed positive attitudes toward writing in small group contexts. To further evaluate the effectiveness of using cooperative learning in teaching writing, we conducted an experiment in which the Experimental Group received the experiment treatment, i.e. the adapted Student Team-achievement Divisions
method (S.T.A.D). The students of this group were asked to accomplish five cooperative writing tasks and five individual writing ones whereas the students of the Control Group were asked to complete the same ten tasks individually. The analysis of the data of the experiment, after comparing the two groups’ individual written works and after conducting the post-test, showed a significant achievement among the subjects of the Experimental Group in comparison to that of the Control Group. Such results bear out the research hypothesis (H1).
Diplôme : Doctorat En ligne : ../theses/anglais/BOU1396.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10206 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1396 BOU/1396 Thèse Bibliothèque principale Thèses Disponible
Titre : Enhancing problem-solving skills and motivation through cooperative learning : The case of postgraduate students,Department of Geology,University of Mentouri Brothers,Constantine Type de document : texte imprimé Auteurs : Ahlam Debache, Auteur ; Hacène Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 260 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : déduction induction motivation coopération problem-solving skills cooperative learning مهارت حل المشاكل الدافع التعلم التعاوني Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at showing the significance of active involvement into learning
for boosting academic achievement, through exposing postgraduate students of the
Department of Geology of the University Mentouri Brothers at Constantine to a problemsolving and cooperative learning training program, which includes a combination of
activities, such as team building, and thought-provoking activities. We intend to get learners
actively involved into thought-provoking tasks, which necessitate the application of
problem-solving skills, and cooperation, then see the effect of training program on learners’
academic performance. The general objective which steers the entire research is that
learners learn better through hands-on activities which are particularly designed to enhance
problem-solving skills and cooperative learning. Cooperative problem-solving provides
learners with genuine opportunities to explore and practice problem-solving skills, namely
deductive reasoning skills, and inductive reasoning skills within cooperative learning
environment. Learners foster cooperative learning skills such as positive interdependence,
face-to-face interaction, communication, and team working while dealing with issues which
require deep thinking, and problem-solving skills. Our research design studies the effect of
training program on learners’ learning; the results obtained show a difference in learners’
learning performance due to an exposure to a set of cooperative problem-solving activities,
compared with their performance before being trained to do cooperative problem-solving
activities, thus supporting the hypothesis of the present research. So, cooperative learning is
directed toward getting learners engaged into exploring, employing and therefore improving
their cooperative problem-solving skills; hence, active involvement into learning can actually
be deemed as the cornerstone of effective and meaningful learning.
Diplôme : Doctorat En ligne : ../theses/anglais/DEB1454.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10441 Enhancing problem-solving skills and motivation through cooperative learning : The case of postgraduate students,Department of Geology,University of Mentouri Brothers,Constantine [texte imprimé] / Ahlam Debache, Auteur ; Hacène Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2017 . - 260 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : déduction induction motivation coopération problem-solving skills cooperative learning مهارت حل المشاكل الدافع التعلم التعاوني Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research aims at showing the significance of active involvement into learning
for boosting academic achievement, through exposing postgraduate students of the
Department of Geology of the University Mentouri Brothers at Constantine to a problemsolving and cooperative learning training program, which includes a combination of
activities, such as team building, and thought-provoking activities. We intend to get learners
actively involved into thought-provoking tasks, which necessitate the application of
problem-solving skills, and cooperation, then see the effect of training program on learners’
academic performance. The general objective which steers the entire research is that
learners learn better through hands-on activities which are particularly designed to enhance
problem-solving skills and cooperative learning. Cooperative problem-solving provides
learners with genuine opportunities to explore and practice problem-solving skills, namely
deductive reasoning skills, and inductive reasoning skills within cooperative learning
environment. Learners foster cooperative learning skills such as positive interdependence,
face-to-face interaction, communication, and team working while dealing with issues which
require deep thinking, and problem-solving skills. Our research design studies the effect of
training program on learners’ learning; the results obtained show a difference in learners’
learning performance due to an exposure to a set of cooperative problem-solving activities,
compared with their performance before being trained to do cooperative problem-solving
activities, thus supporting the hypothesis of the present research. So, cooperative learning is
directed toward getting learners engaged into exploring, employing and therefore improving
their cooperative problem-solving skills; hence, active involvement into learning can actually
be deemed as the cornerstone of effective and meaningful learning.
Diplôme : Doctorat En ligne : ../theses/anglais/DEB1454.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10441 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DEB/1454 DEB/1454 Thèse Bibliothèque principale Thèses Disponible
Titre : The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing : The case of second year students of English at the Mentouri Brothers University, Constantine. Type de document : texte imprimé Auteurs : Assia Azzioui, Auteur ; Samir Laraba, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 314 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Didactique des Langues Etrangères l'apprentissage coopératif la méthode de LT écrit Cooperative learning the LT Method Teacher Feedback Writing التعبير الكتابي التعلم التعاوني منهجية LT تعليمات و توجيهات الأستاذ Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
This study sets out to get insight into the effect of the Johnsons’ “Learning Together” cooperative model and teacher’s feedback on second-year EFL students' writing ability. Another equally considerable part of this research is to check whether CL and teachers’ feedback are used in the writing cl ass, the way they have to, and the teachers’ and students’ perceptions about the importance of integrating these methods in the writing class. This investigation is based on the hypothesis that if students under study receive effective teacher’s feedback while writing cooperatively, their writing ability would likely be better. In addition, we hypothesize that the teachers are convinced of the productivity of their feedback and CL in the writing class and would reach fruitful results if th ey are aware of the principles required in order to successfully implement these techniques, and that students would like to write cooperatively and receive teachers’ feedback if their perceptions towards these techniques are taken into consideration. To test out the first hypothesis, we have used a true randomized post-test only control group design, alternatively teachers’ and students’ questionnaires are used to check out the second one. Post-test results showed that st udents in the Exp.G produced better assignments than students who wrote individually and that the Exp.G relatively outperformed the CG in the five components of writing. T-test statistically confirmed the obtained results at the .05 level of significance and determined the effectiveness of these techniques on students’ writing. The second hypothesis is also confirmed, in that both teachers and students are fully aware of the im portance of CL and teachers’ feedback in the writing class, however most of the teachers have been found to not organize the students’ groups according to the basic elements of CL, do not make training on this technique either for themselves or their students, still overemphasis surface-level feedback and negative feedback , and their feedback is usually given at the students’ end product. In addition, students claim that they prefer to write in groups under some conditions and that teachers’ feedback have to be in line with their personalities and styles, and ask teachers to couple praises with criticisms to give them the balance d feedback they need. Based on the provided results, we have suggested some recommendations that would serve as insights for teachers to use these techniques effectively.Diplôme : Doctorat En ligne : ../theses/anglais/AZZ1397.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10207 The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing : The case of second year students of English at the Mentouri Brothers University, Constantine. [texte imprimé] / Assia Azzioui, Auteur ; Samir Laraba, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 314 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Didactique des Langues Etrangères l'apprentissage coopératif la méthode de LT écrit Cooperative learning the LT Method Teacher Feedback Writing التعبير الكتابي التعلم التعاوني منهجية LT تعليمات و توجيهات الأستاذ Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé :
This study sets out to get insight into the effect of the Johnsons’ “Learning Together” cooperative model and teacher’s feedback on second-year EFL students' writing ability. Another equally considerable part of this research is to check whether CL and teachers’ feedback are used in the writing cl ass, the way they have to, and the teachers’ and students’ perceptions about the importance of integrating these methods in the writing class. This investigation is based on the hypothesis that if students under study receive effective teacher’s feedback while writing cooperatively, their writing ability would likely be better. In addition, we hypothesize that the teachers are convinced of the productivity of their feedback and CL in the writing class and would reach fruitful results if th ey are aware of the principles required in order to successfully implement these techniques, and that students would like to write cooperatively and receive teachers’ feedback if their perceptions towards these techniques are taken into consideration. To test out the first hypothesis, we have used a true randomized post-test only control group design, alternatively teachers’ and students’ questionnaires are used to check out the second one. Post-test results showed that st udents in the Exp.G produced better assignments than students who wrote individually and that the Exp.G relatively outperformed the CG in the five components of writing. T-test statistically confirmed the obtained results at the .05 level of significance and determined the effectiveness of these techniques on students’ writing. The second hypothesis is also confirmed, in that both teachers and students are fully aware of the im portance of CL and teachers’ feedback in the writing class, however most of the teachers have been found to not organize the students’ groups according to the basic elements of CL, do not make training on this technique either for themselves or their students, still overemphasis surface-level feedback and negative feedback , and their feedback is usually given at the students’ end product. In addition, students claim that they prefer to write in groups under some conditions and that teachers’ feedback have to be in line with their personalities and styles, and ask teachers to couple praises with criticisms to give them the balance d feedback they need. Based on the provided results, we have suggested some recommendations that would serve as insights for teachers to use these techniques effectively.Diplôme : Doctorat En ligne : ../theses/anglais/AZZ1397.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10207 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité AZZ/1397 AZZ/1397 Thèse Bibliothèque principale Thèses Disponible
Titre : Cooperative learning as a motivational factor in enhancing students writing the case of second year EFL students at constantine university Type de document : texte imprimé Auteurs : Leila Zourez ; Univ. de Constantine, Éditeur scientifique ; Sa?d Keskes, Directeur de thèse Année de publication : 2010 Importance : 140 f. Format : 30 cm Note générale : Une disponible à la salle de recherche Une disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Enhancing Second year EFL Motivational factor Students writing Language teaching Cooperative learning Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ZOU1076.pdf Permalink : index.php?lvl=notice_display&id=4764 Cooperative learning as a motivational factor in enhancing students writing the case of second year EFL students at constantine university [texte imprimé] / Leila Zourez ; Univ. de Constantine, Éditeur scientifique ; Sa?d Keskes, Directeur de thèse . - 2010 . - 140 f. ; 30 cm.
Une disponible à la salle de recherche Une disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Enhancing Second year EFL Motivational factor Students writing Language teaching Cooperative learning Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ZOU1076.pdf Permalink : index.php?lvl=notice_display&id=4764 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ZOU/1076 ZOU/1076 Thèse Bibliothèque principale Thèses Disponible
Titre : The use of reward and cooperative learning for motivating learners in writing : A Case study of first-year middle school pupils at Okba Ibn Nafaa Middle School in Mila. Type de document : texte imprimé Auteurs : Sabah Bouguerne, Auteur ; Ahmed Moumene, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2011 Importance : 302 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles. Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Writing Cooperative Learning English Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Intrinsic motivation is one of the critical elements required for successful writing. Therefore, teachers need to provide pertinent motivators according to learners’ needs. This research work tackles learners’ reluctance to write in English. Its focal point is the use of verbal reward as an extrinsic motivator and cooperative learning as an intrinsic motivator in teaching writing. The overarching aim is then to determine the effect of using cooperative learning and verbal reward on the intrinsic motivation of first-year pupils to write English paragraphs at Okba Ibn Nafaa Middle School in Mila. This investigation is based on the hypothesis that if writing English paragraphs is taught under cooperative learning and verbal reward conditions, learners’ intrinsic motivation to write would be increased. For this purpose, we relied on the true or false test of knowledge about cooperative learning and the teachers’ questionnaire to select one teacher for the classroom observation which is used to get a clear vision about the pupils and the research questions. Then, the field notes are
transferred into contact summary forms. Three main questions have been chosen for the study: (1) what people, events, or situations were involved? (2) what were the main themes or issues in the contact? and (3) what new target questions and speculations about the field situations were suggested by the contact? Finally, the teachers’ and learners’ questionnaires seek to check the hypothesis. The results of the investigation have shown that pupils who write under cooperative learning and verbal reward conditions display an increase in their intrinsic motivation to write English paragraphs. This positive outcome reflects the efficacy of integrating intrinsic and extrinsic motivators to respond to learners’ needs and helps to suggest some modest pedagogical implications to help teachers secure potent outcomes when teaching writing.Diplôme : Magistère En ligne : ../theses/anglais/BOU1289.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6076 The use of reward and cooperative learning for motivating learners in writing : A Case study of first-year middle school pupils at Okba Ibn Nafaa Middle School in Mila. [texte imprimé] / Sabah Bouguerne, Auteur ; Ahmed Moumene, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2011 . - 302 f. ; 30 cm.
2 copies imprimées disponibles.
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Writing Cooperative Learning English Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Intrinsic motivation is one of the critical elements required for successful writing. Therefore, teachers need to provide pertinent motivators according to learners’ needs. This research work tackles learners’ reluctance to write in English. Its focal point is the use of verbal reward as an extrinsic motivator and cooperative learning as an intrinsic motivator in teaching writing. The overarching aim is then to determine the effect of using cooperative learning and verbal reward on the intrinsic motivation of first-year pupils to write English paragraphs at Okba Ibn Nafaa Middle School in Mila. This investigation is based on the hypothesis that if writing English paragraphs is taught under cooperative learning and verbal reward conditions, learners’ intrinsic motivation to write would be increased. For this purpose, we relied on the true or false test of knowledge about cooperative learning and the teachers’ questionnaire to select one teacher for the classroom observation which is used to get a clear vision about the pupils and the research questions. Then, the field notes are
transferred into contact summary forms. Three main questions have been chosen for the study: (1) what people, events, or situations were involved? (2) what were the main themes or issues in the contact? and (3) what new target questions and speculations about the field situations were suggested by the contact? Finally, the teachers’ and learners’ questionnaires seek to check the hypothesis. The results of the investigation have shown that pupils who write under cooperative learning and verbal reward conditions display an increase in their intrinsic motivation to write English paragraphs. This positive outcome reflects the efficacy of integrating intrinsic and extrinsic motivators to respond to learners’ needs and helps to suggest some modest pedagogical implications to help teachers secure potent outcomes when teaching writing.Diplôme : Magistère En ligne : ../theses/anglais/BOU1289.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6076 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1289/ANG BOU/1289/ANG Thèse Bibliothèque principale Thèses Disponible Permalink
