Browsing by Author "Aliouch, Nadjiba"

Now showing 1 - 7 of 7
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    EFL Teachers' and students' attitudes twords the effect of using portable electronic dictionaries for vocubulary learning
    (university of Oum-El-Bouaghi, 2016) Boumelit, Halima; Aliouch, Nadjiba
    The present study is intended to investigate teachers' and students' attitudes concerning the use of portable or pocket electronic dictionaries for vocabulary learning at Abd El Hafidh Boussouf university, MILA. It aims mainly at answering the following questions: what are the teachers' and students' attitudes towards portable electronic dictionaries as a tool for vocabulary learning? Do EFL teachers and students find any differences between portable electronic dictionaries and printed dictionaries? To answer these questions, it was hypothesized that EFL teachers and students have positive attitudes concerning the use of portable electronic dictionaries as a strategy to enhance vocabulary learning. To verify our hypotheses, we have administered two questionnaires as suitable tools for our research to both teachers and first year LMD students of the departments of English at ABD EL HAFID BOUSSOUF University, who have been chosen randomly during the academic year 20015/20016. Teachers' questionnaire was composed of twenty questions administered to fifteen teachers of different modules and students' questionnaire consisted of twenty- three questions to a sample of forty five students. Both questionnaires dealt with the different aspects of electronic and portable electronic dictionaries and their impact on students' vocabulary learning. The results of the present study reveal that portable electronic dictionaries can be considered an as effective tool for vocabulary learning. Portable electronic dictionaries and printed dictionaries are different in terms of use.
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    Investigating the EFL teachers' and students' attitude towards the implicite effect of project-based learning on students speaking skill
    (university of Oum-El-Bouaghi, 2015) Mammeri, Radjaa; Aliouch, Nadjiba
    Oral communication is vital because it provides a basis for growth in reading, writing and listening activities. However many ESL students especially at university level are reluctant to speak in english and this may be due to the fact that many of them are quite weak in the skill and they lack the opportunities to participate in english - based activities that provide them a chance to practice speaking in the language, especially in authentic situations-. One way to achieve this aim is to implement Project-based learning that allows the student to practice and enhance their speaking skill in an authentic situation. Therefore, the purpose of this study is to investigate EFL learners' attitude towards the impact of PBL on their speaking skill. The research was carried out in 2014-2015 education-instruction year at Larbi Ben M'Hidi university in Oum-El-Baoughi, Algeria. The descriptive method has been adopted through the use of two questionnaires: one for third year level students and another for teachers. The questionnaires were analyzed and compared. The results of both questionnaires show that PBL is an efficient technique for enhancing the students' speaking skill. In the light of these results, our questions and hypothesizes are confirmed in that students need to be provided with this technique because it encourages them to develop the speaking skill, and it creates suitable situations where they can use and exchange the language freely, and without hesitation.
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    Learning ESP (English for Specific Purposes) instruction
    (university of Oum-El-Bouaghi, 2015) Saadi, Bahya; Aliouch, Nadjiba
    This study presents a quantitative investigation designed to provide a real picture about learning an ESP instruction.Two questionnaires were administered to 50 Master Biology students and two types of teachers (10 ESP teachers and 06 subject specialists) at the department of Biology, Larbi Ben M'Hidi university, Oum-El-Bouaghi. The aim of these questionnaires is to know students' attitudes toward both types of teachers then to develop their knowledge about learning an ESP instruction. And also to compare between the ESP instruction used by both types of teachers.In terms of the research hypotheses raised in this study, the two hypotheses have been confirmed statistically. The first hypothesis confirmed that the subject specialists have the ability to be proficient enough to improve learning an ESP instruction more than the ESP teachers in the sense that they achieve the learners' needs without spending too much time or efforts viarelying on their ownexperience in the field of study.The results of hypothesis two are also harmonious with other studies (White, 1981and Dudley-Evans, 1998)since theyargued about the aspect of ESP teacher's proficiency considering ESP teacher as practitioner is qualified to be subject specialist who should provide material to achieve learners' needs. In other words, the learning of an ESP instruction will be facilitated when the ESP teacher is specialized in the field of study, for achieving goals of the learners' needs in ESP learning. Finally, some of pedagogical implications and recommendations directed to ESP teachers and subject experts, to help improve learning an ESP instruction in the department of Biology, are proposed.
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    Teachers' and students' attitudes towards the role of group work technique in enhancing students' oral performance
    (university of Oum- El- Bouaghi, 2017) Kouah, Imane; Aliouch, Nadjiba
    The process of teaching English as a Foreign Language is too important and it focuses, especially, on the interactive. One of the main four skills which learners need to develop and improve is speaking skill. This study aims at investigating teachers' and learners attitudes towards the role of group work technique in enhancing students' oral performance to first year LMD students of English as a foreign language at the department of English, University of Oum El Bouaghi. We hypothesized that teachers and students have a positive attitudes towards group work technique in enhancing students' oral performance. The present study attempts to find an attachment between two variables group work as teaching technique and its role in enhancing students' oral performance. The descriptive method has been adopted through the use of two questionnaires: one for students and another for teachers who have taught English Language at the department of English, Larbi Ben M'hidi University, Oum El Bouaghi. Questionnaires were analyzed and compared. The results of both questionnaires show that group work is a functional technique for enhancing students' oral performance, i.e. speaking skill. In the light of these results, our hypothesis is assured in that students need to be provided with this technique because it encourages them to develop their speaking skill, and it creates suitable situations where they can use and exchange the language delightedly, and without hesitation.
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    The Effect of cooperative learning on EFL learners acquisition of english preposition : in, on, at
    (university of Oum-El-Bouaghi, 2016) Hafsi, Djihed; Aliouch, Nadjiba
    Many EFL learners find difficulties when utilizing prepositions in the adequate structure, for this purpose the current research attempts to investigate if cooperative learning technique has an effect on improving students 'accurate use of english prepositions (on,in and at) .The experimental method was carried out in this study, and the case study of this research are first year LMD students at Larbi Ben M'Hidi university. The sample was of two groups experimental and control group.The experiment started first by providing both groups with a pre-test in which they asked to choose the correct preposition for each sentence .Then, we have the treatment period where subjects of the experimental group where diveded into groups in order to practise about the use of english prepositions , however, the control group subjects were just worked individually .After that, the post -test was provided to both groups,to make the comparaison between the results.Then, we have the analysis and the interpretations of results which showed that experimental group scores were significantly the same as the control group scores before and after the treatment, there was no improvement between the two groups , they have approximately the same level. Therefore , it was concluded that the independent variable which is cooperative learning technique has no effect on EFL learners 'accurate use of English prepositions (on,in and at) .
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    The Effect of repetition on incidental vocabulary acquisition
    (university of Oum-El-Bouaghi, 2016) Belbezzouh, Raouia; Aliouch, Nadjiba
    The present study has been conducted in order to investigate the effect of repetition on incidental vocabulary acquisition of third year middle school students. For the sake of achieving the research purpose, an experimental method with an experimental design has been conducted where two groups were randomly assigned as experimental and control groups. The target sample comprised thirty-four students studying third year at Annab Naamon Middle School in Souk Naamane Oum-El-Bouaghi- for the academic year 2015- 2016. Additionally , participants of bth experimental and control groups were pre-tested using vocabulary tasks. After administering the pre-test, the treatment has been conducted for both groups for five sessions. The experimental group was taught through repetition and the control group was taught vocabulary in the ordinary method. Then, both groups were post-tested through another vocabulary test. After analyzing the obtained results, the alternative hypothesis was proved. That is to say, repetition has a positive effect on developing students ability to acquire vocabulary incidentally.
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    Use of english relative clauses by L.M.D students: a study of errors
    (university of Oum- El- Bouaghi, 2017) Chabbi, Mohemmed Lazhar; Aliouch, Nadjiba
    The study aims at investigating students' errors in using relative clauses. The corpus contains 30 paragraph which were analyzed on the basis of error analysis. The types of errors and their causes are provided by Dually (1982) and Richards (1971). The work on the corpus was carried out following three steps. First, detecting the use of relative clauses. Second, identifying the correct ones from the wrong ones focusing on the types of errors (addition, replacement and omission). Third, calculating these errors and classifying them in well-constructed tables. The process of analyzing data revels that the majority of students used the relative clauses with structural or vocabulary mistakes. The percentage of replacement errors 77%. On the contrary, the addition errors were about 16%and the omission errors 7%. The analysis illustrates that the students have problems in matching the subject with the correct pronoun needed in a relative clause. That is to say the major source of error concerning our study is the false rule hypothesis.