Browsing by Author "Alliouch, Nadjiba"

Now showing 1 - 5 of 5
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    Investigating EFL teachers’ attitudes towards online in-service training
    (جامعة العربي بن مهيدي أم البواقي, 2022) Merazga Abd Rachid; Alliouch, Nadjiba
    One of the most important indicators of society's digital transformation is the use of information technology and the Internet in human resource education and training. Henceforth, this research aims at investigating EFL teachers' attitudes toward in- service online training , and identifying the extent to which online training as a new tool enhances in-service teachers training . To answer our research questions a descriptive method was used . The data was gathered through a questionnaire administered to 12 teachers from different middle schools in Constantine city. The results obtained from the questionnaire largely showed that EFL teachers have a positive attitude toward in service online training with their inspectors . In addition , teachers agree that in -service online training does enhance their teaching skills. They also insist on the necessity of such type of training to be used by the Algerian schools since it is a new technology that will help them to improve their teaching skills .Some pedagogical recommendations are suggested for a better implantation of online training ,such as raising the awareness of the importance of online training in enhancing the teachers' productivity .
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    Investigating teachers' and students attitudes towards the role of information and communication technology (ICT) in enhancing EFL learners’ motivation
    (university of Oum El Bouaghi, 2016) Zouaghi, Aicha; Alliouch, Nadjiba
    This study is intended to investigate teachers' and learners' perspectives and opinions concerning the role of integrating information and communication technology (ICT) in enhancing english as foreign language learners' motivation at Abd Elhafid Boussof Mila university center, department of english. It aimed mainly to answer the following question: do EFL teachers and learners find the integration of ICT in teaching and learning process a beneficial and effective way for enhancing learners 'motivation in the classroom In order to check this relationship between integrating ICT and learners' motivation, we have hypothesized that EFL teachers and learners have positive perceptions about the role of ICT in improving learners' motivation. To answer our research question, two questionnaires have been administered as a means of research: one for the english teachers and one for the first year master students at Mila university center. While the students' questionnaire is made of (40) students, the teachers' one is made up of (08) teachers. The analyses of the questionnaires reveal that integrating ICT in teaching has a positive impact on students' motivation, and helps learners to learn English in an effective, easy, and enjoyable way.
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    Investigating teachers' and students' attitudes towards the problems of large classess on EFL students' writing proficiency
    (university of Oum El Bouaghi, 2016) Berkni, Meriem; Alliouch, Nadjiba
    The writing proficiency for EFL learners can be improved through practicing writing, correcting, understanding the error, and then rewriting again. This process demands much individual attention from the teacher to his students. In fact, if the amount of students is large, this task will be hard for the teacher to accomplish it appropriately. This means, the level of writing proficiency of the learner might be affected. So, this study intended to investigate teachers' and students' attitudes concerning the problems of large classes on EFL students' writing proficiency at Larbi Ben M'Hidi university, department of english. It aimed at finding out the relationship between the large amount of students and their level of writing proficiency. Also, it attempted to cover the difficulties faced EFL writing teachers and students in large classes. We hypothesized that learning writing in large classes will have a negative effect on EFL students' writing proficiency. The data were gathered through three research tools. A questionnaire composed of (23) questions; was administered to (47) third year EFL students who were chosen randomly. A semi-structured interview was conducted with (07) EFL writing teachers from the same department. The classroom observation was made up of (04) sessions with students of the sample. The results of the present study revealed that the large number of students can decrease the individual attention and effective feedback for the students which can negatively affect their writing proficiency. Those results confirmed our hypothesis. This study also proposed a number of pedagogical implications and recommendations for future research.
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    Investigating the role of intensive listening to authentic materials in enhancing students' technical vocabulary learning
    (university of Oum-El-Bouaghi, 2014) Ouksel, Sara; Alliouch, Nadjiba
    It is acknowledged that vocabulary is the cornerstone of any language. To put it forward, vocabulary learning is a major part of any language learning process. Furthermore, vocabulary learning and teaching is a challenging task facing both students and teachers for it is usually hard and boring. Despite its importance, students suffer from vocabulary deficit. Therefore, the present study aims at facilitating this task and making it more fascinating and enjoyable through intensive listening to authentic materials. To investigate the effects of intensive listening to authentic materials in enhancing students' vocabulary learning, the research follows two methods. First, an experimental method with a quasi-experimental design is used. the participants were fifty four LMD students of english at Larbi Ben M'Hidi university, Oum-El-Bouaghi. They were divided into two groups, one control group and one experimental group. Firstly, a fill in the blanks task is used as a pre-test addressed to both groups before the treatment period. The control group then is taught technical vocabulary over three sessions following the traditional method where as the experimental group is taught technical vocabulary via the use of intensive listening to authentic materials over three sessions. After the period of the treatment, a post test was administered to both groups to assess their improvement. It is worth mentioning that the pre-test and post-test are the same. Second, a descriptive method is also used where a questionnaire is addressed to the oral expression and english for specific purposes' teachers to inspect their attitudes toward the use of intensive listening to authentic materials in the language classroom in order to improve students' technical vocabulary learning. The findings of the experiment as well as the teachers' questionnaire support the use of intensive listening to authentic materials as an effective technique to teach technical vocabulary in the EFL/ESL classes.
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    The Effect of the prewriting stage on the students writing performance
    (university of Oum-El-Bouaghi, 2015) Halim, Dounya; Alliouch, Nadjiba
    In many educational institutions, students tend to encounter difficulties while they are attempting to learn how to write perfect english. It is for this reason that this research is aiming to study the importance of writing in english. This study aims at investigating the effectiveness of using the prewriting stage on enhancing students' writing performance, the case of third year LMD students of english at the department of foreign language, at Abdelhafid Bousouf university, Mila. To achieve the purpose of our hypothesis, and experimental method with a quasi-experiment was conducted. Two pre-existing groups were randomly selected to take part in this experiment as the experimental group and control group. A pre-test was designed as a form of writing an essay to see the level of students in writing before the beginning of the experiment. During the treatment, the experimental group receives the definition and the steps of the prewriting stage. After the treatment period, a post-test was administered to both groups. It is similar to the pre-test. The obtained results have demonstrated that the experimental group made more improvement than the control group. To determine the validity of th ese results, we have used the student t-test in order to make the results statistically significant. The results also provided by the questionnaire, this last was given to teachers of english language, and to have effective results our questionnaire was administered to teachers of written expression, in order to know their point of view towards the prewriting stage. The questionnaire was a support to the experimental study. The investigation emphasized the use of the prewriting stage is very effective in enhancing the students' writing.