Browsing by Author "Arouf, Samira"

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    A Comparative study of the use of parallelism in phd theses’ abstracts written by english native speakers and Algerian speakers
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Berkani, Amira Ikram; Arouf, Samira
    The ability to communicate effectively, appropriately and academically in the written form is necessary to gain language proficiency and to reach a considerable educational level. Parallelism is one of the linguistic concepts that academic writing carries. The current study attempts to investigate the way parallelism is used in PhD dissertations abstracts of Algerians and English natives and to compare its use in PhD dissertations abstracts of English natives and Algerians. Quantitative and qualitative method approaches are used. The use of parallelism of abstracts by English native speakers and Algerian speakers was divided into four types which are phonological, syntactic, lexical and semantic parallelism, and theses were selected randomly on the basis that they are under the English language specialization. Parallelism in the abstracts written by English native speakers and Algerian speakers was manually analyzed, and the data was inspected via the statistical software Jamovi to discover the differences between them. The first research question in this study is about the extent of the use of parallelism by natives and Algerians, and the second question about the similarities and differences between English native speakers and Algerian speakers in using parallelism. Finally, the results showed that there is no significant difference between English natives and Algerians in terms of the use of parallelism in their PhD dissertations abstracts.
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    Examining the relationship between attribution style and academic achievement among Algerian EFL learners
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Chibane, Fatima Zohra; Zelellou, Abir; Arouf, Samira
    In light of the attribution theory, previous studies attempted to understand the relationship between perceived causes of 1success and failure and learner outcomes. The main cognitive process that this study focuses on is the causal attribution of academic success and failure, in other words the process of attribution in academic achievement. Attribution process is the attempt in which individuals attribute the result (success or failure) to specific causes that may be internal or external. In this study, the aim was to study the relationship between the process of attribution and academic achievement among learners of English as a foreign language at Oum El Bouaghi University. The method used in this research is the descriptive method. Therefore, we have administrated a questionnaire for the third year learners in the English Department of Oum EL Bouaghi University to verify the validity of the hypothesis. And the results reveals that the mention hypothesis is correct where it was found that from the participants which presents the higher academic achievers meaning, categories with the regular academic averages [ 10- 12], [12-15], and above 15 their attribution style was mostly internal with some exceptional cases.
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    Investigating teachers’ and students’ attitudes toward the role of the contextual guessing strategy in enhancing students’ reading comprehension
    (Oum-El-Bouaghi, 2020) Kadem, Halima; Arouf, Samira
    reading. Therefore, they should practice some strategies to overcome these difficulties especially those related to the lack in their vocabulary repertoire. Also, both teachers and students viewed that the Contextual Guessing Strategy has an essential role in facilitating and enhancing reading comprehension. Eventually, this research provided new insights into how important it is to help students overcome reading difficulties using various reading strategies that may improve their reading comprehension and how it is important to raise their attention towards the importance of reading and the contextual guessing strategy that may foster their comprehension.