Browsing by Author "Adjadj, Djalila"

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    A Micro evaluation of tasks and activities in the third year primary school textbook
    (University of Oum El Bouaghi, 2023) Houilia, Rayhana; Kebbabi, Chaima; Adjadj, Djalila
    Algeria strives to implement and, thus, develop English courses to ensure better communication and access to knowledge for students, workers, and researchers. Algerian decision-makers, who recognize the importance of the English language, try to include it in all levels of education starting from the primary stage. Thus, the textbook "My Book of English"was introduced by the Algerian Ministry of Education in 2022.The present study aims at evaluating the suitability of tasks and activities presented in the newly designed third year primary school textbook "My Book of English", to check whether the tasks and activities are in accordance with the learners' level. In order to achieve the research goal, a micro-evaluation using both qualitative and quantitative research tools is implemented. A qualitative checklist was designed and used in the analysis of the textbook. Additionally, a questionnaire investigated primary school teachers' perceptions of the currently used textbook of English. The results have revealed that tasks and activities applied in the examined textbook suit well the level of third year primary school pupils. Also, the different types of tasks in the textbook provide a variety of opportunities to engage pupils in the learning process. Those results of the checklist-based analysis have been compared to the views of a sample of thirty primary school teachers in the district of Oum El-Bouaghi. The analysis of the results of the teachers' questionnaire has confirmed, at least partly, the results of the checklist-based analysis in that the tasks are good enough for teaching young learners, foster classroom interaction, and make communication attainable. However, some tasks are beyond the learners' level. The study provides pedagogical recommendations, suggestions for future research, and highlights the current research's limitations.
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    AMicro evaluation of the vocabulary and grammatical structures in the first year middle school textbook « My Boook of English »
    (University Of Oum El Bouaghi, 2019) Sellaoui, Romaissa; Hidouci, Hadjer; Adjadj, Djalila
    This research work attempts to evaluate the Algerian first year middle school textbook of English, "My Book of English", which was introduced in 2016 by the Ministry of Education. The study is a micro-evaluation of the textbook, focusing on the grammatical structures and vocabulary, which are quite important in mastering a foreign language. The study aims at investigating the suitability of those linguistic items and teachers' perspectives towards their presentation in the textbook. In order to conduct the research, a checklist was adapted from different proposed checklists to suit the aims of the research. In addition, a questionnaire was addressed to first year middle school teachers who are using the textbook as language teaching material. The results of both the checklist and the questionnaire revealed that the grammatical structures and vocabulary presented in the textbook suit well the learners' level. Also, those linguistic items are presented in meaningful contexts, move gradually from the simple to the more complex and are equally distributed between the sequences.
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    Investigating EFL students' and teachers' attitudes towards the use of the internet to develop learner's autonomy
    (university of Oum El Bouaghi, 2016) Soukou, Meryem; Adjadj, Djalila
    The present study investigates students' and teachers' attitudes towards the role of the internet to develop learners' autonomy. The problem within university students is learning dependency. The reason behind this problem may be related to the lack of support that the teacher should provide students with in order to encourage them to rely on themselves, or maybe because of the unawareness of students concerning the importance of autonomous learning. In our research we have focused on fostering autonomy using the internet which has proved to be the most used technology in the field of education. Thus, we hypothesize that Students and teachers have a positive attitude towards the effectiveness of the internet in enhancing learners' autonomy. To prove this hypothesis, a questionnaire has been designed and administered to both teachers and first year master students to gain more information about their opinions concerning the use the Internet in fostering autonomy in learning. Results have shown a positive attitude from both teachers and students towards the Internet as an effective tool to foster autonomous learning. Students and teachers did not deny the usefulness of the internet ,but they declared some limitations concerning its use which is plagiarism, they mention that although the internet can provide learner with millions of resources, this huge number of resources may lead them to plagiarism and learning dependency.
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    Investigating EFL teachers and learners attitudes towards the introduction of presentation sills and strategies for the second-year LMD english
    (University of Oum El Bouaghi, 2024) Aissaoui, Rami; Adjadj, Djalila
    Improving the speaking abilities of EFL students is essential to the teaching and learning process. Teachers must therefore incorporate and adjust to the newest techniques and strategies. The purpose of this study is to ascertain how EFL instructors and students perceive the introduction of the presentation skills and strategies module, which is intended to improve speaking abilities. In an effort to identify the most typical speaking issues and offer advice on how to resolve them and advance their speaking abilities, the study was carried out during the academic year 2023-2024 on forty (40) second-year students and twelve (12) teachers of the oral expression subject in the department of English at Larbi Ben Mhidi University. In an attempt to diagnose the most common speaking difficulties that EFL students face and to suggest some recommendations to overcome their problems and promote their ability to speak, two online questionnaires were administered to both EFL teachers and students. The obtained data from both questionnaires revealed that both EFL teachers and learners showed a positive attitude towards the introduction of the presentation skills and strategies course for the second-year LMD program. The most significant findings of this research work can be summarized as follows: First, teachers are aware of the various obstacles their learners face when it comes to speaking skills and are prepared to take action by agreeing to introduce presentation skills and strategies to second-year EFL students to overcome these difficulties and improve their overall speaking skills. Second, EFL learners can overcome speaking barriers and are willing to participate in decisions about integrating presentation skills and strategies into their current curriculum. This research sheds light on many benefits for the students and teachers of our university.
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    Investigating learners' and teachers' attitudes towards the role of third secondry school course book texts"new prospects" in learning english vocabulary
    (university of Oum-El-Bouaghi, 2015) Titi, khadidja; Adjadj, Djalila
    This study seeks to investigate teachers' and learners' attitudes towards the role of third year secondary school course book texts "New prospects in learning english vocabulary ,ie, whether or not these texts are helpful in acquiring new lexical items ,whether or not they suit the learners' levels, interests and meet the teachers' expectations. To this end, two questionnaires are designed and administered. The first one was given to 40 third year secondary school pupils of both literary and foreign languages and scientific stream to identify their attitudes towards the texts and their effect on learning vocabulary. The second questionnaire was distributed to 20 teachers in four secondary schools in Oum-El-Bouaghi, to investigate their views concerning these texts. The results obtained reveal that the course book texts are useful, they help learners acquire new vocabulary items since each text deals with different topic and contains a lot of items. However most pupils have difficulty in understanding these items and prefer to have their explanation after the text . In addition, these texts are beneficial and attractive because they motivate learners .The discussion of the results show that both teachers and learners prefer short texts because they are not time consuming. On the basis of what has been mentioned before, the course book texts are considered helpful in learning english vocabulary since they suit the learners' level, interests and fit the teachers' expectation.
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    Investigating students ‘attitudes towards the effectiveneness of emotional intelligence in improving EFL students ‘achievement in the speaking skill
    (university of Oum- El- Bouaghi, 2017) Bouhafs, Sabrina; Adjadj, Djalila
    Speaking is an important skill for successful foreing language learning. The majority of EFL learners faced problems in speaking which may lead them to the failure. These problems may rise from anxiety, shyness, and lack of vocabulary. Different scholars proposed different ways to minimize the negative influence of speaking. The present study sheds light on emotional intelligence as a new field in of research, which can be a successful and helpful method for learners in the EFL classes. This study aims at investigating the students' attitudes towards the effectiveness of emotional intelligence in improving EFL students' achievement in the speaking skill. To accomplish the purpose of this research. A descriptive method has been conducted. A questionnaire was administered to (30) first- year master students at the department of English, University of Oum El Bouaghi. The sample population was chosen randomly. The results of this study show that the majority of students claim that having a high EI improves their speaking. So, the finding obtained from the students' questionnaire in this study confirmed the hypothesis that students would have positive attitudes towards the effectiveness of emotional intelligence in improving EFL students' achievements in the speaking skill.
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    Investigating teachers’ and students’ attitudes towards the role of researche paper in enhancing EFL learners' autonomy
    (University of Oum El Bouaghi, 2018) Akab, Loubna; Adjadj, Djalila
    The current study sheds light on the role of the research paper as an effective tool to enhance EFL students' autonomy at Larbi Ben M'Hidi university of Oum El Bouaghi during the academic year 2017/ 2018. A descriptive method has been used to confirm the hypothesis, which states that making research papers would enhance learners' autonomy. As a research tool, we used two questionnaires for gathering data from both teachers and students in the department of English at the University of Larbi Ben M'Hidi. One questionnaire was designed for Master two students and another one for teachers at the department. The findings of students' and teachers' questionnaires revealed that the use of research paper helps students to enhance their autonomous learning. Both respondents showed positive attitudes towards the questions asked and the topic of the research. Students' questionnaire results stressed the vital role that a research paper writing plays in giving the learners more space to practice their autonomy. Additionally, teachers' questionnaire results emphasized that master two students benefit when conducting research papers. They stressed the significant role that conducting research plays in giving students a chance to gain more knowledge and enhance their writing skills and self-autonomy. Based on the results obtained, it can be stated that a research paper is effective for enhancing EFL learners' autonomy.
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    Investigating the effect of reading authentic texts on EFL learner's vocabulary development
    (university of Oum-El-Bouaghi, 2016) Gattal, Maria; Adjadj, Djalila
    This study is concerned with investigating the impact of using authentic texts on enhancing EFL learners' vocabulary knowledge. Since vocabulary is an essential component in language, learners need to enrich their vocabulary repertoire in order to communicate effectively through using the target language. However, algerian pupils encounter difficulties in expressing their thoughts and ideas clearly because of the lack of vocabulary knowledge. Besides, reading is one of the main skills that are emphasized in teaching and learning foreign language. Many researchers argue that reading helps in enhancing learners' vocabulary. Thus, teachers may use authentic texts inside classrooms. Authentic texts are texts which expose learners to the natural occurrence of language, giving them the opportunity to interact with a real target language. On this basis, this experimental research is conducted in order to examine whether the use of authentic texts in EFL classrooms has a positive effect on learners' vocabulary enhancement or not. It is carried out at Malek Ben Nabi Secondary school in Tebessa with second year pupils of foreign languages stream. A group of pupils is divided into two sub-groups one is experimental and the other is control group. Both groups were pre-tested and post-tested. However the experimental group received treatment sessions where they have been exposed to authentic texts. After analyzing the collected data, it was found that there was a significant difference between control group and experimental group results. In conclusion, the null hypothesis is rejected and using authentic texts affects EFL learners' vocabulary development, i.e., the use of authentic text has a positive impact on EFL learners' vocabulary development.
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    Investigating the role of information and communication technology ICT in promoting EFL learners' independent learning
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Gasmi, Khouloud; Adjadj, Djalila
    Information and Communication Technology (ICT) has a significant role in improving English language learning by providing unlimited modern and motivational tools and devices. The main purpose of this study is to investigate teachers' and students' perceptions towards the role of ICT in promoting EFL learners' independent learning, also this study seeks to highlight the relationship between second-year students' use of ICT tools in their learning and their actual degree of independent learning. Another aim of this research is to shed light on the challenges and barriers that prevent the successful integration of ICT in education as well as the obstacles that hinder its use for independent learning. Thus we hypothesize that students and teachers have positive attitudes towards the effectiveness of ICT in promoting independent learning, but they are both facing various difficulties that prevent them from using these tools in an effective and successful way. To test this hypothesis a questionnaire has been designed to second-year students and another one to second year teachers at the department of English language of Oum El Bouaghi University. Results have shown positive attitudes from both samples, but they are truly facing difficulties in the process of using Technology for independent learning purposes. The majority of both samples attributed these challenges to the lack of training and also the lack of ICT equipment. To conclude this study attempts to expand teachers and students' awareness towards the necessity of independent learning and to highlight solutions to successfully integrate ICTs in Algerian Universities.
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    Investigation of students’ and EFL teachers attitudes towards the use of electronic dictionaries to enhance learners’ vocabulary
    (university of Oum- El- Bouaghi, 2017) Khelfaoui, Selma; Adjadj, Djalila
    Dictionary use is one potential vocabulary learning strategy in developing learning process. With the development of digital technology, printed dictionaries have been converted during the last two decades to electronic ones. Nowadays, vocabulary tutors for language learners are available as digital dictionaries in portable devices. The present study focuses mainly on teachers' and students' attitudes towards using Electronic Dictionaries as a strategy to develop the learners' vocabulary. The basic hypothesis adopted in this study sets out that the ED would be considered as a significant tool for developing learners' vocabulary. To test our hypothesis, a descriptive study was established in which data were collected by using two questionnaires administrated to first year LMD students and to teachers at the department of English, L'Arbi BEN MHIDI University for the academic year 2016- 2017. Then the results of their responses were analysed. The participants were 40 students and 10 EFL teachers. The discussion of the results validated the stated hypothesis that teachers and students have positive attitudes towards using EDs to develops learners' vocabulary knowledge.
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    Learner's and teachers' perspectives about learners' difficulties in reading comprehension
    (university of Oum-El-Bouaghi, 2016) Louze, Mouna; Adjadj, Djalila
    The current study aims at investigating learners' and teachers' perspectives about learners' difficulties in reading comprehension. Moreover, it attempts to explore the main factors beyond the reading comprehension difficulties. Accordingly, it is hypothesized that learners' difficulties in reading comprehension lie in their understanding of both vocabulary items and the contexts in which they occur. Hence, to reach the aim and test the validity of the formulated hypothesis, a classroom observation and two questionnaires were conducted; one for teachers and another one for third year scientific stream learners from secondary schools in Ain Mlila during the academic year 2015-2016. The questionnaire assigned to teachers was administered to ten in order to investigate their attitudes about learners' difficulties in reading comprehension. Likewise, the questionnaire assigned to learners is directed to sixty learners of third year (scientific stream) in order to examine their attitudes concerning the difficulties they encounter in reading comprehension. Consequently, in the light of the obtained results, theory and practice, it appears that learners reading comprehension difficulties lie in vocabulary items. Further, the analytical work particularly offered some scope to believe that the hypothesis set forth, turns out to be true. Thus, through results that we obtained from the questionnaire and classroom observation, we suggest some recommendations for both teachers and learners in an attempt to help learners resolve their reading comprehension difficulties.
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    Pragmatics across cultures exploring the use of speech act of request and politeness strategies employed by native vs non-native speakers
    (university of Oum- El- Bouaghi, 2017) Aissani, Belgacem; Adjadj, Djalila
    Pragmatic transfer is a widespread phenomenon that is causing pragmatic failures and communicative breakdowns. Not many studies have dealt with this issue internationally and locally, so in this pragmatic study the requestive speech acts' realization patterns of both native and non-native speakers will be examined and it takes place at Larbi Ben M'hidi University-Oum El Bouaghi . It tackles how different the use of request strategies between native and non-native speakers in terms of socio-linguistic factors such as size of imposition, social distance and power. It also explains the relationshipbetween directness and indirectness with politeness and how it could increase or decrease the degree of imposition by the speaker on the hearer. The subjects of this study were divided into 2 groups of non-native speakers (Algerian EFL leaners), each group consists of 20 students and a group of native speakers that consists of 20 students from English speaking countries. The data collecting tool was a DCT (Discourse completion task) that was given out to EFL leaners at the English department of Larbi Ben M'hidi University. The DCT was completed voluntarily after a brief description of the latter and the study in general. The analysis of the data revealed significant differences between the uses of request strategies by the group of EFL leaners and the other group that consisted of English native speakers.
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    Students' and teachers' perspectives about the use of the oral presentation as an evaluation technique
    (university of Oum-El-Bouaghi, 2016) Dahdouh, Lymane; Adjadj, Djalila
    The aim of this dissertation is to explore EFL teachers' and students' perceptions about the use of oral presentation as an evaluation technique. Accordingly, we hypothesize that oral presentation does not reflect the level of the students when evaluation takes place. This study is made of two parts : theoretical part devided into two chapters one about assessment and evaluation and another about oral presentation and practical part is the fieldwork of the study. To test our hypothesis, two questionnaires were administered to both teachers and First Year Master Students of the English department at O. E. B University during the academic year 2015- 2016. Hence, two issues were addressed (1) students' and teachers' attitudes about classroom evaluation and if it is necessary in the ongoing process of learning or not, (2) the effect of using oral presentation in the classroom as an evaluation technique. This study has been mainly conducted to 15 teachers and 40 students. All the participants involve positively and show much interest. After analyzing their responses, it has revealed that oral presentation helps students more to improve and enhance their speaking skill but when it comes to evaluation it' s not seem enough to reflect the real level of the students. Thus, there should be another written evaluation in addition to oral presentation. Based on the findings, some recommendations were put forward to draw both instructors' and learners' attention to this issue.
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    Teachers' and students' perspectives about the use of humor to increase EFL learners willingness to participate in classroom discourse
    (university of Oum-El-Bouaghi, 2016) Bouaziz, Samah; Adjadj, Djalila
    Humor is an essential part of any language and therefore has an impact on the way languages are acquired/learned. The use of humor in EFL across the world has been widely discussed as an effective way to create more comfortable, productive classroom environment of learning. However, there is a little body of research on the relationship between humor and participation in foreign language class. This paper investigates teachers' and students' perspectives about the use of humor to increase EFL learners' willingness to participate. Perceived causes of low participation were also examined in relation to students' and teachers' perceived importance of humor in learning / teaching process. A descriptive study was chosen to test the following hypothesis "The humorous use of language will improve EFL students' participation in classroom discourse" Targeting master one students linguistic and literature streams at L'arbi Ben M'Hidi university. The questionnaires revealed an expected positive effect of general humor usage, with a noticeable positive effect on willingness to participate. Recommendations about the appropriate use of humor along with the limitation of the study have been discussed.
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    Teachers’ and students’ attitudes toward the effects of extensive reading on learning culture
    (university of Oum- El- Bouaghi, 2017) Ben Boussaha, Amel; Adjadj, Djalila
    This study is an attempt to investigate the effectiveness of extensive reading on learning culture, throughout this study two questionnaires were designed to both second year LMD students, and English teachers at Larbi Ben M'hidi University of Oum El Bouaghi in the academic year 2016-2017. This research divided into two chapters, the first chapter contains two sections ; section one discussed extensive reading, extensive vs intensive reading, reading materials that may help to learn culture, and the interaction between culture and reading. section two seeks contains culture difinition, language and culture as inseparable aspects, and learners seek to learn language rather than culture, and cultural elements. The second chapter is the practical part, two questionnaires were given and the result reveals that the absence of reading course at the University, the lack of reading by students and the unawarness about the role of culture on learning language, the hypothesis Motivating EFL learners via extnsive reading has an effects on learning culture is failed.
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    Teachers’ and students’ attitudes toward using self assessment in EFL writing classroom
    (university of Oum- El- Bouaghi, 2017) Maaref, Aicha; Adjadj, Djalila
    The Current study is concerned with identifying teachers' and students' attitudes toward using self assessment in the EFL writing classroom in order to enhance the writing skill. This study was conducted using a descriptive research method, in which two questionnaires are administered for both EFL students and teachers .The sample of this study consisted of 30 first year master students of English as a foreign language at Larbi Ben M'hidi University of Oum El Bouaghi , for the academic year (2016/2017) and 10 teachers of Techniques of Written Expression at the same University.Those participants were asked to complete the provided questionnaires.After analysing the results of the two questionnaires in terms of using self assessment in the EFL writing classes, the two alternative hypotheses were confirmed . That is to say, students are aware of the positive effect of using self assessment therefore, they use it. Similarely, teachers are aware of the positive effect of using self assessment; therefore, they teach it to their students.
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    Teachers’ and students’ attitudes towards the use of audio short stories to enhance EFL learners’ listening skill
    (University of Oum El Bouaghi, 2018) Doumir, Mouchira; Adjadj, Djalila
    Many scholars assert the positive effect of incorporating authentic materials in EFL classrooms. Authentic materials play a great role in teaching and learning process. Besides, using these tools helps learners to achieve an effective learning through creating a real input and exposing them to real language which has been produced by native speakers. In essence, the present study aims at investigating EFL teachers' and students' attitudes towards the use of audio short stories to enhance EFL learners' listening skill. To fulfill this aim, a descriptive method was undertaken and data were gathered through two questionnaires administered to (40) second year LMD students and (13) teachers of Oral Expression at Larbi Ben M'Hidi University. The questionnaires were analyzed in terms of frequency and percentage by means of the statistical package SPSS. The results indicate that both teachers of Oral Expression and students hold a positive attitude toward the use of audio short stories in the classroom as a strategy to enhance students' listening abilities. Furthermore, the use of audio short stories encourages students to improve their listening skill, raise their motivation and expose them to the real language.
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    Teachers’ and students’ attitudes towards the use of local culture to raise EFL learners' motivation and improve their classroom interaction
    (University of Oum El Bouaghi, 2018) Nouri, Sofia; Khelfaoui, Amina; Adjadj, Djalila
    Most researches concerning language teaching focus on the motivational factors which realize successful language learning, but they neglect the possible demotivating factors which most EFL learners suffer from. Teaching two foreign elements that is a FL and FC to beginners is one of these demotivating factors. Therefore, it is necessary to incorporate social and real life situations from learners' local culture, because learning a language needs a real setting on the one hand and practice outside classroom on the other hand. This study aims at investigating teachers' and students' attitudes towards the use of local culture to raise EFL learners' motivation and improve their classroom interaction. Thus, we hypothesized that EFL teachers and students would have positive attitudes towards the use of native culture to raise EFL learners' motivation and improve their interaction. So as to test our hypothesis, a descriptive method has been conducted, and data were collected through questionnaires that have been administered to thirty (30) third year middle school students, and seven (07) middle school teachers. The results show that all teachers (100%) argued that local culture is a useful technique to raise learners' motivation and improve their classroom interaction. In addition, most of them stated that local culture based content is helpful for learners' productive skills, and it is a remedy to avoid L1 in EFL classes. In addition, they pointed that, teaching English using foreign culture demotivates learners. Moreover, using classroom, social and real life situations is a strategy to warm up learners. Additionally, most students (76, 7%) stated that learning English using real life situations from their culture always motivates them to participate, helps them to understand, and to solve problems encountered in learning English.
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    Textbook evaluation in terms of cultural components: a comparison between third-year primary school and first year Middle school textbooks of english
    (University of Oum El Bouaghi, 2023) Nasri, Hibaterrahmane; Siada, Amira Wiam; Adjadj, Djalila
    In recent decades, an increasing number of studies have come to light suggesting theincorporation of culture in EFL textbooks, as both are the backbone of learning and teachingforeign languages. The aim of this study is to examine and compare the cultural categoriesand dimensions in first-year middle school and third-year primary school textbooks ofEnglish. Content analysis is used, relying on the frameworks of Cortazzi and Jin (1999),Tajeddin and Teimournezhad (2014), and Xiao (2010) to explore the categories of culture(source, target, international, and neutral) and Adaskou, Britten, and Fahsi (1990) toinvestigate the dimensions of culture (aesthetic and sociological). The findings are quantifiedusing frequencies and percentages. In terms of cultural categories, the third-year primaryschool textbook includes three categories, with significant differences in percentages. Sourceculture dominates, followed by neutral culture, while target culture had almost goneunnoticed. International cultures are entirely missing. However, all categories of culture arerepresented in the first-year middle school textbook, with no equal weight in percentages,dominated by the source culture, followed by target, international, and neutral culturesrespectively. As for the cultural dimensions, the sociological dimension has gained the highestpercentage followed by the aesthetic in both textbooks. On the basis of the findings,suggestions have been made to aid in re-examining the cultural content presented in AlgerianEFL textbooks.
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    Texts and tasks authenticity
    (Oum-El-Bouaghi, 2020) Laouadi, Maroua; Kadem, Manar; Adjadj, Djalila
    This research work attempts to evaluate the Algerian second year secondary education textbook of English, "Getting Through" which was introduced in 2005 by the Ministry of Education. The study is a micro-evaluation of the textbook, focusing on the authenticity of English teaching materials which are quite important in EFL classes because they represent the claims of modern language teaching approaches mainly the competency based approach. The study aims to check the extent to which the target textbook provides authentic texts and tasks and teachers' perspectives towards using them in language teaching classrooms. In order to conduct this research, a checklist was adapted from different proposed checklists to suit the aim of the research. Besides, an online questionnaire was addressed to second year secondary school teachers who are using the textbook as a language teaching material. Furthermore, an interview with the inspector was designed and discussed. The results of this study showed that most of the texts and tasks included in the textbook under review were unauthentic, not relevant to the learners' level proficiency and could not be used to develop students' communicative competences. The results also showed that grammar is always emphasized at the expense of language functions and communicative skills. Accordingly, the study concludes with a number of suggestions and recommendations, which, in sum, call for more attention to be given to authentic texts and tasks through textbook adaptation and materials design, in particular, and authentic materials in general.