8 résultat(s) recherche sur le tag 'Writing'    

Reading and writing integration to enhance students’ performance in writing / Esma Fetsi  

Public ISBD Titre : Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 Type de document : texte imprimé Auteurs : Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2017 Importance : 359 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles. Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Lecture  Ecriture  Intégration  Techniques de la lecture  Expression écrite  Performance en Ecriture  Reading  Writing  Integration  Reading Techniques  Written Expression  Writing Performance  ???????  ????? ??? ????????  ?????? ???????  ??????? ??????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills. Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10608 Reading and writing integration to enhance students’ performance in writing : Case study of second year students of english at the teachers’ training school and Mentouri Brothers University, Constantine 1 [texte imprimé] / Esma Fetsi, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2017 . - 359 f. ; 30 cm. 2 copies imprimées disponibles. Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Lecture  Ecriture  Intégration  Techniques de la lecture  Expression écrite  Performance en Ecriture  Reading  Writing  Integration  Reading Techniques  Written Expression  Writing Performance  ???????  ????? ??? ????????  ?????? ???????  ??????? ??????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Reading and writing are often thought of as integrated skills. Some thinkers consider that they ought to be taught as a single subject, while others see the opposite. In our immediate environment, we notice that in the Teachers Training School they are taught as separate modules; while in Mentouri University there is no room for reading. This situation leads us to think that if reading is really indispensable for the mastery of writing, then we are tempted to believe our students are handicapped; in that, they learn writing without reading. This study aims first at shedding light on the different approaches and methods of teaching and integrating reading and writing, as well as assessing the development of the writing skill in the second year students of both departments. Second, it also aims at investigating the potential positive impacts that reading might have on improving the writing skill. We hypothesize that if Reading and Writing were taught as integrated skills, the students' performance in Writing would be enhanced significantly. To test our hypothesis, we have chosen the descriptive method. Teachers and students questionnaires with students‟ scores in Written Expression and Reading Techniques were analyzed and manipulated with adequate statistical procedures to study the perceptions of the informants and compare the performances of the students in the exams. This revealed that the Teachers Training School students were better writers and readers than Mentouri Brothers University students. Through this study, we assume that reading plays an important role in developing students‟ writing performance. Hence, we want to prove that reading needs to be taught as a module on its own right in the English Department of Mentouri University to help our students improve their writing skills. Diplôme : Doctorat En ligne : ../theses/anglais/FET1463.pdf Format de la ressource électronique : pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10608

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
FET/1463	FET/1463	Thèse	Bibliothèque principale	Thèses	Disponible

Adopting a student-centered approach through cooperative learning to enhance students’ writing skill / Nora Boudehane  

Public ISBD 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 Anglaise Tags : Language Sciences  Cooperative learning  the S.T.A.D Method  Writing  l'apprentissage coopératif  la méthode de STAD  écrit  ??????? ???????  ?????? ????????  ?????? 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 : pdf Permalink : https://bu.umc.edu.dz/md/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 . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 270 f. ; 30 cm. 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Language Sciences  Cooperative learning  the S.T.A.D Method  Writing  l'apprentissage coopératif  la méthode de STAD  écrit  ??????? ???????  ?????? ????????  ?????? 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 : pdf Permalink : https://bu.umc.edu.dz/md/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

Students’ Response to Teachers’ Feedback on Writing / Lounis Maha  

Public ISBD Titre : Students’ Response to Teachers’ Feedback on Writing : The Case of Third – Year L.M.D Students of English Type de document : texte imprimé Auteurs : Lounis Maha ; Université Mentouri, Editeur scientifique ; Elkhiar Atamna, Directeur de thèse Année de publication : 2010 Importance : 80 f. Format : 30 cm Note générale : 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 Anglaise Tags : Applied language studies  Third ? year L.M.D Students  Students? response  Teachers? feedback  Writing  English Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MAH1104.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4848 Students’ Response to Teachers’ Feedback on Writing : The Case of Third – Year L.M.D Students of English [texte imprimé] / Lounis Maha ; Université Mentouri, Editeur scientifique ; Elkhiar Atamna, Directeur de thèse . - 2010 . - 80 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 Anglaise Tags : Applied language studies  Third ? year L.M.D Students  Students? response  Teachers? feedback  Writing  English Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MAH1104.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4848

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MAH/1104	MAH/1104	Thèse	Bibliothèque principale	Thèses	Disponible

The effect of LT cooperative learning model and teacher’s feedback on EFL students’ writing / Assia Azzioui  

Public ISBD 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 Anglaise Tags : Didactique des Langues Etrangères  l'apprentissage coopératif  la méthode de LT  écrit  Cooperative learning  the LT Method  Teacher Feedback  Writing  ??????? ???????  ?????? ????????  ?????? LT  ??????? ? ??????? ??????? 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 : pdf Permalink : https://bu.umc.edu.dz/md/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 . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 314 f. ; 30 cm. 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Didactique des Langues Etrangères  l'apprentissage coopératif  la méthode de LT  écrit  Cooperative learning  the LT Method  Teacher Feedback  Writing  ??????? ???????  ?????? ????????  ?????? LT  ??????? ? ??????? ??????? 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 : pdf Permalink : https://bu.umc.edu.dz/md/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

The effectiveness of correction symbols as feedback in enhancing self-correction in writing / Samia Maarek  

Public ISBD Titre : The effectiveness of correction symbols as feedback in enhancing self-correction in writing : The Case of first-year students, university of Constantine Type de document : texte imprimé Auteurs : Samia Maarek ; Université Mentouri, Editeur scientifique ; Ahmed Moumene, Directeur de thèse Année de publication : 2009 Importance : 90 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche Trois 01 disponible au magasin de la bibliothèque universitaire centrale +01 CD Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Correction symbols  Self-correction  Feedback  First-year students  Enhancing  Effectiveness  Writing  University of Constantine  Language sciences Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MAA1083.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4758 The effectiveness of correction symbols as feedback in enhancing self-correction in writing : The Case of first-year students, university of Constantine [texte imprimé] / Samia Maarek ; Université Mentouri, Editeur scientifique ; Ahmed Moumene, Directeur de thèse . - 2009 . - 90 f. ; 30 cm. 01 disponible à la salle de recherche Trois 01 disponible au magasin de la bibliothèque universitaire centrale +01 CD Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Correction symbols  Self-correction  Feedback  First-year students  Enhancing  Effectiveness  Writing  University of Constantine  Language sciences Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/MAA1083.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=4758

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MAA/1083	MAA/1083	Thèse	Bibliothèque principale	Thèses	Disponible

The Influence of Punctuation on Writing, and the Difficulties Students Encounter While Using Either the Comma or the Semicolon. The Case of Third Year Students, University of Constantine / Ihcene Nemouchi  

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The use of reward and cooperative learning for motivating learners in writing / Sabah Bouguerne  

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Écriture et oralité dans l’œuvre de Latifa Ben Mansour / Inès Boukezoula  

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