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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) Catégories : Français - Anglais
Langue AnglaiseTags : 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 إستراتیجیات تعلم اللغات إستراتیجیات القراءة التحفیز التحفیز على تعلم اللغات التدریب على استراتیجیات تعلم
اللغاتIndex. 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 . - جامعة الإخوة منتوري قسنطينة, 2015 . - 175 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : 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 إستراتیجیات تعلم اللغات إستراتیجیات القراءة التحفیز التحفیز على تعلم اللغات التدریب على استراتیجیات تعلم
اللغاتIndex. 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 (1)
Code-barres Cote Support Localisation Section Disponibilité MEZ/1392 MEZ/1392 Thèse Bibliothèque principale Thèses Disponible
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) Catégories : Français - Anglais
Langue AnglaiseTags : 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)
Catégories : Français - Anglais
Langue AnglaiseTags : 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 (1)
Code-barres Cote Support Localisation Section Disponibilité BOU/1297 BOU/1297 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 : 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 . - 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 : https://bu.umc.edu.dz/md/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 : Measuring the effectiveness of classroom presentations and their impact on students' motivation for fluent speaking performance : The case study of second year students of English in Echahid Hamma Lakhdar University, El-Oued. Type de document : texte imprimé Auteurs : Ahmed Zellouma, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 253 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
2 copies imprimées disponiblesLangues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Methodology of Language Teachingوspeaking public speaking oral expression oral presentations motivation parler parler en public expression orale présentations orales كلام الخطابة العامة تعبري شفهي عرض شفهي دافع Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study has two major aims. First, it investigates the impact of students' classroom presentations on their motivation to achieve a fluent speaking performance. Second, it investigates the effectiveness of an alternative course of oral expression activities that aim at both increasing students' motivation to attend as well as their chances to participate in the speaking class, hence enhancing their speaking abilities. In this research, we hypothesize that oral presentations, and under the current conditions, demotivate students from active participation in the oral expression sessions. Not only that, but this practice also hinders the
development of their speaking abilities. We also hypothesize that the alternative course of speaking activities is a better-suited solution to the problem, both to motivate students and enhance their speaking skill. Indeed, the three different means of research (a questionnaire for forty national oral expression teachers, and that of 105 second year students of English, besides their first test) reveal much information about the subject matter and strongly confirm these hypotheses. The students' questionnaire, on the one hand, shows that this course actually does what it is designed to achieve. Students' motivation increases remarkably during the application of the course. The students' second test, on the other hand, confirms that students' speaking performance develops thanks to the course. On the basis of the obtained results, the hypotheses we tested came to be confirmed, in that the oral presentations students perform demotivate them from taking part in the speaking class, also they do not improve their speaking performance. In contrast, the alternative course remarkably increases students' motivation and significantly improves their oral skills.
Diplôme : Doctorat En ligne : ../theses/anglais/ZEL1534.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11123 Measuring the effectiveness of classroom presentations and their impact on students' motivation for fluent speaking performance : The case study of second year students of English in Echahid Hamma Lakhdar University, El-Oued. [texte imprimé] / Ahmed Zellouma, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 253 f. ; 30 cm.
Doctorat 3 cycle LMD.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Methodology of Language Teachingوspeaking public speaking oral expression oral presentations motivation parler parler en public expression orale présentations orales كلام الخطابة العامة تعبري شفهي عرض شفهي دافع Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The present study has two major aims. First, it investigates the impact of students' classroom presentations on their motivation to achieve a fluent speaking performance. Second, it investigates the effectiveness of an alternative course of oral expression activities that aim at both increasing students' motivation to attend as well as their chances to participate in the speaking class, hence enhancing their speaking abilities. In this research, we hypothesize that oral presentations, and under the current conditions, demotivate students from active participation in the oral expression sessions. Not only that, but this practice also hinders the
development of their speaking abilities. We also hypothesize that the alternative course of speaking activities is a better-suited solution to the problem, both to motivate students and enhance their speaking skill. Indeed, the three different means of research (a questionnaire for forty national oral expression teachers, and that of 105 second year students of English, besides their first test) reveal much information about the subject matter and strongly confirm these hypotheses. The students' questionnaire, on the one hand, shows that this course actually does what it is designed to achieve. Students' motivation increases remarkably during the application of the course. The students' second test, on the other hand, confirms that students' speaking performance develops thanks to the course. On the basis of the obtained results, the hypotheses we tested came to be confirmed, in that the oral presentations students perform demotivate them from taking part in the speaking class, also they do not improve their speaking performance. In contrast, the alternative course remarkably increases students' motivation and significantly improves their oral skills.
Diplôme : Doctorat En ligne : ../theses/anglais/ZEL1534.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=11123 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité ZEL/1534 ZEL/1534 Thèse Bibliothèque principale Thèses Disponible
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) Catégories : Français - Anglais
Langue AnglaiseTags : blenoled learning motivation academic writing التعليم المدمج الحافز الكتابة الأكاديمية 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 . - جامعة الإخوة منتوري قسنطينة, 2018 . - 498 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : blenoled learning motivation academic writing التعليم المدمج الحافز الكتابة الأكاديمية 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 (1)
Code-barres Cote Support Localisation Section Disponibilité KAD/1517 KAD/1517 Thèse Bibliothèque principale Thèses Disponible
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