Browsing by Author "Arrouf, Samira"

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    Enhancing students' reading comprehension through dense questioning
    (university of Oum-El-Bouaghi, 2014) Zedairia, Aicha; Arrouf, Samira
    This study aimed at investigating the effectiveness of the dense questioning strategy on secondary school students' reading comprehension. It attempted to answer the following question: Does the dense questioning strategy improve the' reading comprehension? Forty students in secondary school-Zeney Elhedj Balkasem were randomly chosen in the 2nd semester of the academic year 2012/2013. The participants of the study consisted of two assigned groups receiving the pre-test for the reading comprehension. The prepared reading materials was taught based on the dense questioning strategy for the experimental group; while the control group was taught the same reading texts followed by questions about the text only. At the end of the experiment, the post-test was administered to both groups. The results revealed that there is a significant difference on the experimental group' reading comprehension; however, the strategy failed when we compare both control and experimental group scores on the post-test. The study also includes a number of recommendations and suggestions for future research.
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    Examining the impact of chatspeak on english students' academic writing
    (university of Oum-El-Bouaghi, 2013) Sabri, Nassima; Arrouf, Samira
    Cette étude a examine I 'impact de chatspeak sur l'écriture académique des étudiants de première année Master linguistique appliquée. L'objectif était de déterminer si ces étudiants utilisent des caractéristiques de chatspeak dans leur écriture académique en anglais. Les vingt-huit participants, ont remplis les questionnaires a partir de laquelle leur utilisation des chatrooms et les caractéristiques de chatspeak ils utilisent auraient détermine; ainsi que leur perception de l'anglais utilise dans les chatrooms et a l'influence qu'elle a sur leur écriture académique. En plus, leur textes d'examen ont été examines pour les caractéristiques suivantes de discussion parler: fautes d'orthographe, mauvaise corrélation entre verbe auxiliaire et principale; l'utilisation de raccourcis (abréviation, écrit rebus, sigles et initiâtes) et l'utilisation de contractions et des phrases courtes. Les questionnaires ont indique que ces étudiants sont des fervents utilisateurs des forums de discussion. Tous les participants ont déclare utiliser des fonctionnalités de chatspeak, on discute, et plus de m moitie ont indique qu'ils n'utilisent pas chatspeak dans leur écriture académique. Malgré cela, un certain nombre de caractéristiques chatspeak étaient bien présents dans les textes, ce qui indique que chatspeak eu un certain impact sur leurs écrite. De même, certaines autres caractéristiques de chatspeak rarement eu lieu dans le travail écrit des élaves, ce qui pourrait indiquer que les étudiants sont capables d'évaluer quand il est et n'est pas approprie d'utiliser une certaine variété de Langue. Cela dit, pas toutes les caractéristiques atypiques de leur anglais écrit/-pourrait, cependant, être nécessairement attribuée a l'influence de chatspeak, plus précisément l'orthographe et les erreurs de discours aurait pu se produire dans l'anglais écrit des élèves d'avant l'invention des chatrooms
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    Investigating EFL students' and teachers' attitudes towards the impact of private tuturing on algerian mainstream schooling
    (university of Oum-El-Bouaghi, 2015) Boumarafi, Yasmina; Arrouf, Samira
    Private tutoring phenomenon has taken a widespread practice among baccalaureate pupils. The private courses are taken in order to supplement mainstream education. They might help students to improve their scores but they also might have different impact on teachers and students. Therefore, presenting its influence on the regulated mainstream schools' system need to be acknowledged. Interestingly, the aim of this study is to investigate the impact of private tutoring on mainstream schools. To reach the aim, a descriptive method was applied in which two questionnaires have been used. The first one was given to first year students of english at L'arbi ben M'Hidi unniversity, Oum-El-Bouaghui. The second questionnaire was given to teachers of English in secondary schools, in Oum-El-Bouagui. The results of both questionnaires revealed the negative impact of PT on mainstream schooling. Importantly, this negative impact sheds light on PT phenomenon in order to attract governments' attention towards considerable control of private tutoring courses at a time when a necessary revision of the basic standards of the mainstream school system needs to take place.
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    Investigating students' and oral expression teachers' attitudes toward the effectiveness of teaching about culture in developing the algerian EFL learners cultural awareness and motivation
    (university of Oum-El-Bouaghi, 2014) Ghodbane, Ahmed Abderrahmane; Arrouf, Samira
    Cette thèse vise à étudier si l'enseignement de la culture de la langue cible (anglais) dans la salle de classe en Algérie est efficace dans la sensibilisation culturelle parmi les étudiants et les motiver à apprendre l'anglais ou non. Nous devons étudier les hypothèses par deux questionnaires. Le premier questionnaire a été remis aux élèves de la troisième année LMD, tandis que le second questionnaire a été remis aux enseignants de l'expression orale, du département d'anglais, université de Larbi Ben M'Hidi, Oum-El-Bouaghi, Algérie. Les résultats de l'étude montrent que les enseignants, et les étudiants estiment que l'enseignement / apprentissage de la culture de la langue anglaise est bénéfique pour les étudiants afin de les sensibiliser de la motivation culturelle et dans les salles de classe. Sur la base de ces résultats, nous avons proposé des recommandations pour les enseignants à améliorer les conditions de l'enseignement de la langue anglaise et la culture dans les universités algériennes.
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    Investigating students' and teachers' attitudes towards the effectiveness of ccoperative learning in boosting students' motivation
    (university of Oum-El-Bouaghi, 2016) Cheriet, Yasmina; Arrouf, Samira
    Recent studies in the field of language teaching emphasize the importance of the learning process and the central role of the learner. With the new role that is assigned to the learner, our classrooms have to be reconsidered and much more emphasis has to be given to the learner. In fact, the learning context greatly affects the learner and the rate of his intake. Because learners' motivation is significant, teachers' use of Cooperative Learning (CL) to motivate their students to learn is investigated: a new learner centered approach which is supported by research. The aim of this work is to investigate the importance of cooperative work as a motivational technique for students to learn english as a FL. Moreover, students' and teachers' attitudes towards cooperative learning were explored. Based on the aspects investigated, one hypothesis is put. It states that CL is effective in boosting students' motivation. To test our hypothesis, the descriptive method has been adopted through the use of two questionnaires administered to both EFL teachers and students at Larbi Ben M'Hidi university. The questionnaires were analyzed and compared. The results of both questionnaires show that cooperative learning is an effective technique for boosting learners' motivation to learn english. In the light of these results, the hypothesis has been confirmed in that students need to be provided with this technique because it encourages them to learn, and it creates a healthy atmosphere in language classrooms.
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    Investigating teacher's and student's attitudes towards the effect of project based learning on promoting EFL learner's grammatical competance
    (university of Oum-El-Bouaghi, 2016) Chaib Rassou Gharbi, Amel; Arrouf, Samira
    Learners find many difficulties when they come to write or speak the foreign language. Hence, teachers adapt and adopt different methods and techniques that help students to promote their grammatical competence. The present study aims at describing and investigating teachers' and students' attitudes towards the effect of project based learning in developing EFL students' grammatical competence. In order to check this correlation, we have hypothesized that EFL teachers and learners would perceive PBL as an effective method to enhance learners' grammatical competence. For fulfilling the purpose of this study,a descriptive method was conducted. The data were gathered through self completion of two (2) questionnaires administered to thirty two (32) master one LMD students, specialized in language sciences, and to twenty two (22) teachers who have been teaching them at the department of english at the university of Larbi Ben M'Hidi, Oum-El-Bouaghi, in order to identify their insights about their attitudes towards the effect of PBL on grammatical competence development. The discussion of the results validated the stated hypotheses that EFL teachers and students perceive PBL as an effective method to develop learners' grammatical competence.
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    Investigating teachers' and students' perceptions towards the effectiveness of written corrective feedback in enhancing learners' grammatical accuracy in L2 writing
    (university of Oum-El-Bouaghi, 2013) Yahi, Ibtissem; Arrouf, Samira
    Grammatical accuracy plays a crucial role in second language writing. It is obvious that second language learners are aware of its importance to the mastery of the writing skill itself. However, achieving grammatical accuracy can be a real difficult task for the majority of students since it acquires a complete knowledge of grammar rules as well as a high level of proficiency to apply those rules effectively during writing task. Therefore, basing on the need of being grammatically accurate as a condition to master the second language writing, learners may lose interest in improving this writing aspect. However, this task can be facilitated by teachers of writing through the use of the written corrective feedback strategy. Interestingly, the aim of this study is to investigate the effectiveness of written corrective feedback in enhancing learners' grammatical accuracy in second language writing. In this study, a descriptive method was applied in which two questionnaires have been used. The first one was given to third- year LMD students of english at Larbi Ben M'Hidi university, Oum-El-Bouaghi. The second questionnaire was given to teachers of "written expression" at the same university. Furthermore, basing on the data gained from both questionnaires, the results show the effectiveness of written corrective feedback in improving the learners' grammatical accuracy in l2 writing. Therefore, this positive result offers a reliable support to teachers of writing to adopt this strategy in teaching writing skill.
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    Investigating teachers' attitudes towards the impact of explicit oral corrective feedback on enhancing english as a foreign language students' grammatical accuracy
    (university of Oum- El- Bouaghi, 2017) Boumahdjour, Manar; Arrouf, Samira
    Grammar is considered as a crucial component of the process of learning the language. English as a foreign language learners face many difficulties in acquiring this linguistic aspect. These grammatical difficulties lead students to make many errors, especially when they speak in the classroom. The current study sought to investigate teachers' viewpoints towards the effectiveness of using explicit oral corrective feedback (EOCF) to boost EFL learners' grammatical accuracy. A total of 54 middle school teachers of Oum El Bouaghi district provided the relevant data. A descriptive method was conducted using a questionnaire as the main instrumentation to answer our research question: What are teachers' attitudes towards the impact of explicit oral corrective feedback on enhancing EFL students' grammatical accuracy? The results gained point out teachers' desire to correct oral grammatical errors. Although, the majority of them prefer to use implicit oral corrective feedback in doing so, almost all of the subjects believe that explicit oral corrective feedback has a positive effect in enhancing EFL students' grammatical accuracy
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    Investigating tearchers'and students' attitudes toward the effect of anxiety on students' fluency of oral presntation
    (university of Oum El Bouaghi, 2016) Mebarek, Aicha; Arrouf, Samira
    The present study is mainly concerned with investigating algerian EFL teachers' and students' attitudes about the effect of anxiety on students' fluency of oral presentation. Accordingly, we hypothesized that teachers and students would perceive anxiety as an affective variable which has a negative effect on students fluency of oral presentations .In order to test the hypothesis, a descriptive method has been conducted; thus, two questionnaires were designed. The first questionnaire was administered to (40) Master one, LMD students and the second was administrated to (20) teachers who use the oral presentation activity at the english department, Larbi Ben M'Hidi university. The results revealed that both teachers and students assume that anxiety has a negative effect on students' fluency of oral presentation. Therefore, the obtained results have confirmed the suggested hypothesis.
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    Investigating the effect of trannslating key words from L2 (Second Languge) into L I on learners' comprehension of linguistic concepts
    (university of Oum-El-Bouaghi, 2013) Houni, Imene; Arrouf, Samira
    The debate over whether english language classes should include or exclude students’ native language has been a contentious issue for a long time (Brown, 2000, p195), but as of yet the research findings have not been entirely persuasive either way. The support for an english only policy has been declining recently and some researchers and teachers have begun to advocate a more bilingual approach to teaching, which would incorporate the students’ L1 as a learning tool. Inspired by these views and driven by our own interest, we decided to carry out a study that investigates the role of translation from L2 into L1 on the learners’comprehension of the linguistic concepts. Our study employed a quasi-experimental design involving a pre-test, a treatment and an immediate post-test. At the beginning of our experiment, the experimental and the control groups were pre-tested to prove their homogeneity. During both sessions of treatment, the control group was taught traditionally while the experimental group was provided with linguistic translated key terms into their L1 and at the end of each session subjects were tested so that their progress during the period of treatment will be followed. Then, both groups were post-tested so that their results will be compared. Our results indicate that providing learners in linguistics classes with translated key words into their L1 or teaching them traditionally lead them to develop a better understanding of the module. It can be said then that the english-only policy is sufficient for students to achieve a better understanding of the linguistic concepts and linguistics as a whole.
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    Investigating the impact of rewards on raising introvert students' classroom participation
    (university of Oum El Bouaghi, 2016) Fadloun, Sara; Arrouf, Samira
    It is really difficult for teachers to make all students participate in the classroom. They tend to use different strategies to enhance the learning process. The present study investigates the impact of rewards on raising introvert student's classroom participation. The following questions are going to be raised : Do rewards increase introvert students' classroom participation? To what extent do rewards enhance introvert students' classroom participation? It is hypothesized that rewards are effective in raising introvert students' classroom participation. A descriptive method has been used for the data collection; there are two questionnaires which were administered to 16 teachers and 50 second year LMD students, at the english department, university of Larbi Ben M'Hidi Oum-El-Bouaghi to examine their perceptions and attitudes towards the topic being investigated. Thus, the results show that the research hypothesis is confirmed; that is to say, rewards are effective in raising introvert students' classroom participation.
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    Investigation of students' and teachers' attitude towards the use of bilingual dictionary English-Arabic to enhance reading comprehension
    (Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Mehalaine, Manel; Lekbir, Soundous; Arrouf, Samira
    The present study is meant to be to investigating the teachers' and students' attitudes towards the role of bilingual dictionary English Arabic in enhancing reading comprehension. We hypothesized that EFL teachers and students would have positive attitudes towards the role of monolingual dictionary in enhancing reading comprehension. To test our hypothesis, a descriptive study was conducted through forming two Questionnaires, one for teachers and the other for students, which were our data gathering tool. The first questionnaire was distributed to 15 teachers of English at L'arbi Ben M'Hidi University, Oum El Bouaghi. Whereas, the second one was given to 40 of the second year students of the same university; but, only 31 of them have answered. The combination of the review of literature, and the analysis of the findings have alighted the attitudes of both teachers and students. Therefore, teachers were agree that bilingual dictionary English Arabic develops learner's reading comprehension; but they only permit it in few conditional cases; such as the shortgate of time, and when the learners could not guess the meaning of the word from contexts; due to its difficulty. Thus, teachers attitudes were not totally positive toward the use of bilingual dictionary English Arabic to enhance reading comprehension performance. However, learner's attitudes was totally positive toward the use of bilingual dictionary English Arabic to improve reading comprehension performance
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    Teachers' and students' attitudes towardes the importance of using the proofreading strategy in minimizing EFL students' wrriting mistakes
    (university of Oum-El-Bouaghi, 2016) Bradai, Radia; Arrouf, Samira
    The present study aims at highlighting the importance of proofreading in reducing mistakes found in student's written productions. The research hhpotheses were that EFL teachers have positive attitudes towards the importance of proofreading in minimizing EFLstudent's, writing mistakes, and EFL student's have positive attitudes towards the importanceof proofreading in minimizing EFL student's writing mistakes . In this research adescriptive method was adopted in wich two quetionnaires have been used. The first one was designed for third year LMD student's of english at Larbi Ben M'Hidi university, Oum-El-Bouaghi . The second was given to teacher's at the same university. The quetionnaires were analysed and compared in which the results of both quetionnaires show that proofreading is an efficient technique that assists student's reduce the amount of their writing mistakes.
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    The Effect of code mixing on EFL students vocabulary learning
    (university of Oum-El-Bouaghi, 2015) Hadji, Nour El Yakin; Arrouf, Samira
    The current study is concerned with investigating the effect of code-mixing as a teaching/learning technique on vocabulary learning. The study wasconducted using a quasi-experimental design, in which there were an experimental and control group. The sample of the study was fourty two first year LMD students at Larbi Ben M'Hidi Oum-El-Bouaghi for the academic year 2014-2015. The participants in both groups have answered on multiple choicetask.Then, they were treated for a period of four sessions, where the experimental group received vocabulary through the use of code-mixing and the control group received vocabulary extremely in English.Then, they were post-tested through the sametask applied in the pre-test. After analysing the results of both tests (pre- and post-test) obtained from the paired-samples and the independent-samples t- test, itappeared that teaching vocabulary through code-mixing has no effect on students' vocabulary learning.
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    The Effect of collaborative writing on enhancing learners writing coherence
    (university of Oum-El-Bouaghi, 2014) Mouas, Selma; Arrouf, Samira
    The present study aims at investigating the effect of collaborative writing on enhancing writing coherence of EFL learners at Larbi Ben M'Hidi university, department of english. A quasi-experimental design was applied. Forty, third year english, students were randomly chosen in the department of Larbi Ben M'Hidi university. They were subdivided into two groups, an experimental group and a control group; they were pre-tested through setting a writing task individually in order to test their level in writing particularly their writing coherence. The experimental group was exposed to three treatment sessions in which they wrote collaboratively; meanwhile, the control group received the same writing tasks; however, they wrote individually. After that, a post-test was administered to both groups. The results revealed that collaborative writing does effect and enhance learners' writing coherence.
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    The Effect of teachers' code-switching on students' vocabulary learning
    (university of Oum-El-Bouaghi, 2014) Bouslah, Keltoum; Arrouf, Samira
    This study aims at investigating the effect of teachers' code-switching on vocabulary learning, in the case of first year LMD students at the department of english, at Larbi Ben M'Hidi university, Oum-El-Bouaghi. The main purpose of this study was to test our hypothesis that's why a quasi-experiment- with three phases: a pre- test, an instructional treatment phase, and a post test-was conducted in which there were two groups; experimental and control group; where the experimental group was taught vocabulary switching codes from english to the native language, while the control group was taught vocabulary extremely in english. As the quasi experiment required, a pre-test was administered, in which participants were tested
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    The Effect of using brainstorming technique on EFL learners' spelling
    (university of Oum El Bouaghi, 2015) Ferhati, Zakarya; Arrouf, Samira
    This study aimed at investigating the effect of using brainstorming technique on students' spelling . The investigation took place at Larbi Ben M'Hidi university, department of english. It attempted to answer the following question: Does brainstorming technique have a positive effect on students' spelling? fifty students at Larbi Ben M'Hidi university-english department were randomly chosen in the 2nd semester of the academic year 2014/2015. The participants of the study consisted of two assigned groups. To answer the question of the study, a pre-test was administrated for the essay writing task. Writing materials were prepared to be taught based on the brainstorming technique for the experimental group; while the control group was writing according to the conventional teaching (do not brainstorm before writing). At the end of the experiment, the essay writing post-test was administered to both groups. Statistical measures were used to examine the significance of the brainstorming technique on the dependent variable that is spelling. The results revealed that no significant differences were found, that is to say, the brainstorming technique was not effective in enhancing EFL learners' spelling. The study also proposed a number of recommendations and suggestions for future research.
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    The Effect of using menmonic techniques on improviung EFL students' past tense learning
    (university of Oum-El-Bouaghi, 2015) Debbeche, Amina; Arrouf, Samira
    The study aims at investigating the effect of using mnemonic namely image mnemonic technique on improving EFL students' past tense learning. To check the validity of our hypothesis, a quasi-experimental design was conducted with third year LMD students of the Arabic language department at Larbi Ben M'Hidi university during the school year 2014-2015, in which two existing groups are randomly assigned as the experimental group and control group, each group consisted eighteen students (18). The participants of each group were pre-tested through a fill in the gaps task. After that, they received the treatment during a period of three weeks. Whereas, the control group received the past tense instruction without using any mnemonic technique. Then, the participants were post-tested through the same task used in the pre-test. The results of the study reveal that the alternative hypothesis is confirmed.
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    The Impact of formative assessement on students spelling enhancement
    (university of Oum-El-Bouaghi, 2014) Zaid, Seif Eddine; Arrouf, Samira
    The current study is concerned with investigating the effectiveness of formative assessment in enhancing the spelling proficiency. This study was conducted using a quasi-experimental design, in which there was a control and an experimental group.The sample of the study was composed of thirty-seven second-year students of english as a foreign language, who are studying at Larbi Ben M'Hidi university of Oum-El-Bouaghi, for the academic year 2013-2014.Those participants were pre-tested through a paragraph-writing task. Next, they were treated for a period of three weeks, where the experimental group was treated with the integration of formative assessment in the instruction and the control group was treated without the integration of formative assessment in the instruction. Then, they were post-tested through the same task applied in the pre-test. After analysing the results of both tests (pre- and post-test) in terms of error rates, the alternative hypothesis was rejected. That is to say, formative assessment has no significant impact in enhancing students' spelling. Finally, issues for further investigation are suggested.
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    The Impact of grammar instruction on learners grammatical knowledge and accuracy in writing
    (Oum-El-Bouaghi university, 2009) Arrouf, Samira
    The present study is conducted to investigate the impact of the presence or absence of explicit grammar instruction on grammatical knowledge and accuracy in writing of first-year students of commerce at Larbi Ben M'Hidi university at Oum-El-Bouaghi. Previous research suggests that explicit grammar instruction results in gains in explicit knowledge and its application in discrete-point grammar tasks, but there is little evidence that it results in gains in grammatical accuracy in integrative tasks including written compositions. To fulfill the purpose of this study, a quasi-experimental research design was conducted. Two pre-existing groups of learners were randomly assigned as experimental and control groups. The experimental group received explicit grammar instruction which involved explanation and practice of some rules governing english articles. Subjects in the control group did not receive any explicit presentation of grammatical rules. Instead, they were instructed in the comprehension of texts of commerce containing definite, indefinite, and zero articles. Participants were pre-tested through a fill-in-the- blank test and a composition test to check their current grammatical knowledge and accuracy level in the use of articles. An attitudinal survey was administered at the same time. After the instruction, a post-test was administered; it was identical to the pre-test. The results of both a paired-samples t-test and an independent-samples t-test indicated that explicit grammar instruction was the most significant factor influencing students' explicit grammar knowledge and grammatical accuracy in writing. In addition, survey results revealed that learners preferred receiving explicit grammar instruction. Finally, it was concluded that it is entirely possible that explicit grammar instruction may have a more powerful effect on explicit grammatical knowledge as well as accuracy in writing in the target language.