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Partager le résultat de cette recherche Interroger des sources externesMotivating Students to Perform Better Orally in a Communicative Language Teaching Frame Work. The case of second year LMD students of English at Constantine University / Rym Ghosn El-Bey Chelbi
Titre : Motivating Students to Perform Better Orally in a Communicative Language Teaching Frame Work. The case of second year LMD students of English at Constantine University Type de document : texte imprimé Auteurs : Rym Ghosn El-Bey Chelbi ; Univ. de Constantine, Éditeur scientifique ; Hacene Saadi, Directeur de thèse Année de publication : 2010 Importance : 129 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Motivating students Language sciences Communicative language Second year LMD students of English Teaching frame work Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/CHE1126.pdf Permalink : index.php?lvl=notice_display&id=4843 Motivating Students to Perform Better Orally in a Communicative Language Teaching Frame Work. The case of second year LMD students of English at Constantine University [texte imprimé] / Rym Ghosn El-Bey Chelbi ; Univ. de Constantine, Éditeur scientifique ; Hacene Saadi, Directeur de thèse . - 2010 . - 129 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Motivating students Language sciences Communicative language Second year LMD students of English Teaching frame work Constantine university Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/CHE1126.pdf Permalink : index.php?lvl=notice_display&id=4843 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité CHE/1126 CHE/1126 Thèse Bibliothèque principale Thèses Disponible
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 : Implementing a reading strategy-based instruction for promoting students’ achievement and self-regulation : In curricular skill integration perspectives .The case of first-year students of English, University of Constantine Type de document : texte imprimé Auteurs : Rania Boudaoud, Auteur ; Nacif Labed, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 308 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Language Sciences Strategy- based instruction reading strategies constructivism self
-regulation epistemological beliefs Instruction a base de stratégies de lecture constructivisme l’autorégulation croyances épistémologiques استراتيجيات القراءة الاستيعاب القرائي التنظيم الذاتي التعليمات البنائية في التدريس المعتقدات المعرفيةIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research, based on an exploratory study and an experiment, aims at analyzing the key role of teaching reading strategies at tertiary level. For this, it was hypothesized that if freshmen are provided with a constructivist-aligned reading strategy-based instruction, they will improve their reading performance and show signs of reading self-regulation. Through a battery of teacher and student questionnaires, and tests, this study examines content-area teachers’ attitudes towards curricular reading skill integration. This was carried out in relation with investigating students’ reading self-regulation, strategic knowledge, reading
comprehension and epistemological beliefs.110 first-year students from the Department of Letters and English Language, University of Constantine took part in a pretest- instructionposttest control group design. Two major findings emerged from the data. First, constructivist instructions where students get to learn reading strategies in a learner-cantered social environment help improve both students’ reading achievement, as demonstrated by silent comprehension and oral reading fluency, and self–regulation. Second, the nature of students’ epistemological assumptions, more specifically beliefs about the certainty of knowledge, proved to be an important predictor of both reading self-regulation and comprehension. In consideration of the analysis of the results, the hypothesis has been to some extent confirmed (H1), in the light of which some recommendations have been presented.Diplôme : Doctorat En ligne : ../theses/anglais/BOU1400.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10234 Implementing a reading strategy-based instruction for promoting students’ achievement and self-regulation : In curricular skill integration perspectives .The case of first-year students of English, University of Constantine [texte imprimé] / Rania Boudaoud, Auteur ; Nacif Labed, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 308 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Language Sciences Strategy- based instruction reading strategies constructivism self
-regulation epistemological beliefs Instruction a base de stratégies de lecture constructivisme l’autorégulation croyances épistémologiques استراتيجيات القراءة الاستيعاب القرائي التنظيم الذاتي التعليمات البنائية في التدريس المعتقدات المعرفيةIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research, based on an exploratory study and an experiment, aims at analyzing the key role of teaching reading strategies at tertiary level. For this, it was hypothesized that if freshmen are provided with a constructivist-aligned reading strategy-based instruction, they will improve their reading performance and show signs of reading self-regulation. Through a battery of teacher and student questionnaires, and tests, this study examines content-area teachers’ attitudes towards curricular reading skill integration. This was carried out in relation with investigating students’ reading self-regulation, strategic knowledge, reading
comprehension and epistemological beliefs.110 first-year students from the Department of Letters and English Language, University of Constantine took part in a pretest- instructionposttest control group design. Two major findings emerged from the data. First, constructivist instructions where students get to learn reading strategies in a learner-cantered social environment help improve both students’ reading achievement, as demonstrated by silent comprehension and oral reading fluency, and self–regulation. Second, the nature of students’ epistemological assumptions, more specifically beliefs about the certainty of knowledge, proved to be an important predictor of both reading self-regulation and comprehension. In consideration of the analysis of the results, the hypothesis has been to some extent confirmed (H1), in the light of which some recommendations have been presented.Diplôme : Doctorat En ligne : ../theses/anglais/BOU1400.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10234 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1400 BOU/1400 Thèse Bibliothèque principale Thèses Disponible
Titre : Creative teaching to increase students' learning and achievement : The case of English teachers-University of Constantine Type de document : texte imprimé Auteurs : Mohamed Zineddine Belkaddas ; Univ. de Constantine, Éditeur scientifique ; Laarbi Koli, Directeur de thèse Année de publication : 2010 Importance : 51 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Students' learning Language sciences Students' achievement Creative teaching English teachers University of Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BEL1129.pdf Permalink : index.php?lvl=notice_display&id=4841 Creative teaching to increase students' learning and achievement : The case of English teachers-University of Constantine [texte imprimé] / Mohamed Zineddine Belkaddas ; Univ. de Constantine, Éditeur scientifique ; Laarbi Koli, Directeur de thèse . - 2010 . - 51 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Students' learning Language sciences Students' achievement Creative teaching English teachers University of Constantine Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BEL1129.pdf Permalink : index.php?lvl=notice_display&id=4841 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BEL/1129 BEL/1129 Thèse Bibliothèque principale Thèses Disponible
Titre : Enhancing Students Oral Proficiency through Cooperative Group Work : The case of 3rd year LMD Students of English at Constantine University Type de document : texte imprimé Auteurs : Soraya Boussiada ; Univ. de Constantine, Éditeur scientifique ; Ahmed Moumen, Directeur de thèse Année de publication : 2010 Importance : 117 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CDLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Constantine university Enhancing students 3rd year LMD students of English Language sciences Oral proficiency Cooperative group work Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1124.pdf Permalink : index.php?lvl=notice_display&id=4851 Enhancing Students Oral Proficiency through Cooperative Group Work : The case of 3rd year LMD Students of English at Constantine University [texte imprimé] / Soraya Boussiada ; Univ. de Constantine, Éditeur scientifique ; Ahmed Moumen, Directeur de thèse . - 2010 . - 117 f. ; 30 cm.
01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale
+01 CD
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Constantine university Enhancing students 3rd year LMD students of English Language sciences Oral proficiency Cooperative group work Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/BOU1124.pdf Permalink : index.php?lvl=notice_display&id=4851 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1124 BOU/1124 Thèse Bibliothèque principale Thèses Disponible
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