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Partager le résultat de cette recherche Interroger des sources externesThe effect of remedial instruction on reading strategies on the students’ motivation to read in english / Soraya Mezhoud
Titre : The effect of remedial instruction on reading strategies on the students’ motivation to read in english : the case of first year students of English at the ‘higher school of education’ of Constantine (ecole normale supérieure de Constantine) Type de document : texte imprimé Auteurs : Soraya Mezhoud, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2015 Importance : 175 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Tags : Language learning strategies reading strategies motivation motivation for language
learning language learning strategy training Les stratégies de l’apprentissage de langues les stratégies de lecture la motivation la motivation pour l’apprentissage des langues instruction des stratégies de
l’apprentissage des langues ??????????? ???? ?????? ??????????? ??????? ??????? ??????? ??? ???? ?????? ??????? ??? ??????????? ????
??????Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study aims at investigating the effect of teaching reading strategies to nonmotivated readers on their motivation to read in English. It is based on the hypotheses that some students lack motivation to read in English due to their employment of inadequate reading strategies, and that if they are trained in the use of more effective ones, then this motivation will subsequently increase. A review of the related literature on language learning/ reading strategies, language learning strategy training and motivation to learn languages has been made before proceeding to testing the above hypotheses. To do so, a first questionnaire is administered to all first year students of English at the Teacher Training School of Constantine (80 students) in order to identify the non-motivated ones and the cause(s) of this
lack of motivation. Analysis of this questionnaire results has made it possible to identify 28 students who lack motivation to read in English. It has also revealed that this lack of motivation is attributed to their use of ineffective reading strategies, namely the use of bottom up reading strategies that focus on word-to-word comprehension rather than whole text comprehension. Fourteen students have then been selected to constitute a focus group to receive instruction on more effective reading strategies that focus on global text comprehension. These reading strategies have been selected on the basis of the findings of the first questionnaire and the results of the brainstorming with the students that took place on the preparation session of the instruction. The presentation phase of the instruction consists of presentation and practice of the selected strategies. At the end of this instruction, a second questionnaire is administered to these students to determine its success in enhancing their
motivation to read in English. This constitutes the third phase of the instruction, i.e. the
evaluation. The results of the two questionnaire have made it possible o conform the
hypotheses on which the present research work is based.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/MEZ1392.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10174 The effect of remedial instruction on reading strategies on the students’ motivation to read in english : the case of first year students of English at the ‘higher school of education’ of Constantine (ecole normale supérieure de Constantine) [texte imprimé] / Soraya Mezhoud, Auteur ; Farida Abderrahim, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2015 . - 175 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : Language learning strategies reading strategies motivation motivation for language
learning language learning strategy training Les stratégies de l’apprentissage de langues les stratégies de lecture la motivation la motivation pour l’apprentissage des langues instruction des stratégies de
l’apprentissage des langues ??????????? ???? ?????? ??????????? ??????? ??????? ??????? ??? ???? ?????? ??????? ??? ??????????? ????
??????Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study aims at investigating the effect of teaching reading strategies to nonmotivated readers on their motivation to read in English. It is based on the hypotheses that some students lack motivation to read in English due to their employment of inadequate reading strategies, and that if they are trained in the use of more effective ones, then this motivation will subsequently increase. A review of the related literature on language learning/ reading strategies, language learning strategy training and motivation to learn languages has been made before proceeding to testing the above hypotheses. To do so, a first questionnaire is administered to all first year students of English at the Teacher Training School of Constantine (80 students) in order to identify the non-motivated ones and the cause(s) of this
lack of motivation. Analysis of this questionnaire results has made it possible to identify 28 students who lack motivation to read in English. It has also revealed that this lack of motivation is attributed to their use of ineffective reading strategies, namely the use of bottom up reading strategies that focus on word-to-word comprehension rather than whole text comprehension. Fourteen students have then been selected to constitute a focus group to receive instruction on more effective reading strategies that focus on global text comprehension. These reading strategies have been selected on the basis of the findings of the first questionnaire and the results of the brainstorming with the students that took place on the preparation session of the instruction. The presentation phase of the instruction consists of presentation and practice of the selected strategies. At the end of this instruction, a second questionnaire is administered to these students to determine its success in enhancing their
motivation to read in English. This constitutes the third phase of the instruction, i.e. the
evaluation. The results of the two questionnaire have made it possible o conform the
hypotheses on which the present research work is based.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/MEZ1392.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10174 Exemplaires
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Titre : The effect of motivation and perception of a communicative need learning to communicate : the case of third literary stream secondary school level pupils Type de document : texte imprimé Auteurs : Soraya Mezhoud ; University of Constantine, Editeur scientifique ; Zahri Harouni, Directeur de thèse Année de publication : 1998 Importance : 157 f. Note générale : 02 Disponibles au magasin de la bibliothèque universitaire centrale
2 exp. Transférer à la bibliothèque des sciences humainesLangues : Anglais (eng) Tags : Apprentissage Perception Elève Motivation Lycée Communication Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4714 The effect of motivation and perception of a communicative need learning to communicate : the case of third literary stream secondary school level pupils [texte imprimé] / Soraya Mezhoud ; University of Constantine, Editeur scientifique ; Zahri Harouni, Directeur de thèse . - 1998 . - 157 f.
02 Disponibles au magasin de la bibliothèque universitaire centrale
2 exp. Transférer à la bibliothèque des sciences humaines
Langues : Anglais (eng)
Tags : Apprentissage Perception Elève Motivation Lycée Communication Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Magistère Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4714 Exemplaires
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Titre : An investigation of second-year students’view about studies, listening comprehension, motivation, and teachers’ styles : Department of English, University of Constantine Type de document : texte imprimé Auteurs : Azeddine Boulfelfel, Auteur ; Hacene Saadi, Directeur de thèse Editeur : Constantine : Université Mentouri Constantine Année de publication : 2011 Importance : 396 f. Format : 31 cm. Note générale : Doctorat en sciences
2 copies imprimées disponiblesLangues : Anglais (eng) Tags : Department of English, University of Constantine Teachers’ Styles Motivation Listening Comprehension Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1297.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=6077 An investigation of second-year students’view about studies, listening comprehension, motivation, and teachers’ styles : Department of English, University of Constantine [texte imprimé] / Azeddine Boulfelfel, Auteur ; Hacene Saadi, Directeur de thèse . - Constantine : Université Mentouri Constantine, 2011 . - 396 f. ; 31 cm.
Doctorat en sciences
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : Department of English, University of Constantine Teachers’ Styles Motivation Listening Comprehension Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BOU1297.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=6077 Exemplaires
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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) Tags : déduction induction motivation coopération problem-solving skills cooperative learning ????? ?? ??????? ?????? ?????? ???????? 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 : https://bu.umc.edu.dz/md/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 . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2017 . - 260 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : déduction induction motivation coopération problem-solving skills cooperative learning ????? ?? ??????? ?????? ?????? ???????? 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 : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10441 Exemplaires
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Titre : The effect of blended learning on EFL learners' motivation and academic writing abilities : a case study of second year students at Larbi Ben M’hidi University of Oum El Bouaghi. Type de document : texte imprimé Auteurs : Sabah Kadri, Auteur ; Hacene Hamada, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 498 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Tags : blenoled learning motivation academic writing ??????? ?????? ?????? ??????? ?????????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research investigates the effects of the blended learning method on EFL learners’ motivation and academic writing proficiency through conducting a case study on students at the English Department at Larbi Ben Mhidi University. The study hypothesizes that when blended learning is used in teaching academic writing, learners would be more motivated, and that blended learning increases their proficiency in academic writing. To test these research hypotheses, both exploratory and experimental methods of investigation are conducted. The
study uses the social networking site ‘Facebook’ and integrates it within the blended learning framework. For that purpose, a checklist of academic writing is designed and compared with the programs of academic writing that are used along the three years of undergraduate study. In addition, questionnaires are addressed to a sample of learners and teachers at the English Department, and a quasi-experimental implementation is carried out with a control group and an experimental group of second year students. The control group is taught in a fully physical
setting whereas the experimental group is taught using a blended learning methodology. The study results indicate that the programs are not comprehensive in teaching the ‘academic’ writing genre. The research findings show that learners’ motivation increased considerably after the experiment of blended learning, and that the experimental group significantly outperformed the control group in their academic writing proficiency. Hence, it is recommended that both teachers and learners take advantage of modern technology to enhance motivation, keep up with evelopments in modern teaching methods using Information and Communication Technology, and consequently improve learners’ proficiency development in academic fields and foreign language learning.Diplôme : Doctorat En ligne : ../theses/anglais/KAD1517.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10961 The effect of blended learning on EFL learners' motivation and academic writing abilities : a case study of second year students at Larbi Ben M’hidi University of Oum El Bouaghi. [texte imprimé] / Sabah Kadri, Auteur ; Hacene Hamada, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2018 . - 498 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : blenoled learning motivation academic writing ??????? ?????? ?????? ??????? ?????????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present research investigates the effects of the blended learning method on EFL learners’ motivation and academic writing proficiency through conducting a case study on students at the English Department at Larbi Ben Mhidi University. The study hypothesizes that when blended learning is used in teaching academic writing, learners would be more motivated, and that blended learning increases their proficiency in academic writing. To test these research hypotheses, both exploratory and experimental methods of investigation are conducted. The
study uses the social networking site ‘Facebook’ and integrates it within the blended learning framework. For that purpose, a checklist of academic writing is designed and compared with the programs of academic writing that are used along the three years of undergraduate study. In addition, questionnaires are addressed to a sample of learners and teachers at the English Department, and a quasi-experimental implementation is carried out with a control group and an experimental group of second year students. The control group is taught in a fully physical
setting whereas the experimental group is taught using a blended learning methodology. The study results indicate that the programs are not comprehensive in teaching the ‘academic’ writing genre. The research findings show that learners’ motivation increased considerably after the experiment of blended learning, and that the experimental group significantly outperformed the control group in their academic writing proficiency. Hence, it is recommended that both teachers and learners take advantage of modern technology to enhance motivation, keep up with evelopments in modern teaching methods using Information and Communication Technology, and consequently improve learners’ proficiency development in academic fields and foreign language learning.Diplôme : Doctorat En ligne : ../theses/anglais/KAD1517.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10961 Exemplaires
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