Browsing by Author "Ayadi, Karim"

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    A Comparative corpus-based analysis of conclusion sections, hedges and boosters in academic writing
    (University of Oum El Bouaghi, 2023) Lakhdari, Amani; Kenouz, Chaima; Ayadi, Karim
    Recently, a greater emphasis has been set on the role of metadiscourse features especially the interpersonal elements in academic writing. By means that researchers in academic writing started to concentrate on the interactional metadiscourse markers that authors use to convey their voice and position in writing. Therefore, the primary focus of the current study is to examine how Algerian researchers use hedging and boosting devices in their master theses and particularly the concluding sections. In addition, academic writers, particularly EFL learners, do not demonstrate these features in their writing. Thus, the current study's main aim is to report a comparative based analysis of 40 master two theses from graduate students of Algeria gathered into two corpora of similar size, each representing one of two branches (Civ-Did). In order to look at these devices in terms of frequency and use we have adopted Hyland's 2004 Model to see how the two corpora are similar or different in their use of these two devices and the AntConc software to analyze the data. Our findings indicated that each group used these interactional markers in a different way. Moreover, Civilization students used hedges and boosters more than the Didactics ones. The results show that nouns were the least frequently used hedging and boosting devices in the corpus, while modal auxiliaries were the most frequently used hedging and boosting devices. Modal auxiliaries were reported to be of high frequency while adjectives where the least frequently used boosting devices. For the second aim, the results indicate a slight difference in the use of hedging and boosting devices in terms of functions. These findings suggest that curriculum builders, teachers, and students should make an effort to become familiar with hedging and boosting devices and demonstrate their significance in the field of academic writing.
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    A Contrastive genre analysis of applied linguistics MA dissertations’ discussion sections
    (جامعة أم البواقي, 2020) Haouam, Amina; Ayadi, Karim
    Having knowledge about any topic, field or phenomenon requires academic and methodological positioning and engagement through objectively justifying the choices, techniques and the method. On that account, in thinking about entering the topic of academic genre analysis, it was a must to start from rethinking of the cognitive approach to genre analysis. A revision that we considered as a sort of epistemological rupture to create a research space: A contrastive genre analysis of applied linguistics MA dissertations' discussion sections. In going about the two purposively-selected sub-corpora which were retrieved from one local non-native speaking university (OEB) and one American native speaking university (Portland) online database, 8 individuals each, a mixed methods approach was followed, and Bitchener's (2010) move-step model for PhD thesis discussion sections' writing was adopted to carry out the contrastive rhetorical analysis. Eventually, a bundle of findings was brought to the surface: Both groups of postgraduates go about discussing their research findings manifesting Bitchener's (2010) three outlined moves, Provide background information, Present a statement of result (SOR), and Evaluate/ comment on results or findings. The difference, per contra, inheres in the exhibition of each move with OEB corpus being less compatible to Bitchener's (2010) model than Portland corpus. Consequently, it was realized that the difference in linguistic and cultural backgrounds impacts the way in which the discussion genre is written. Throughout the scrutiny, an epistemological issue came across, suggesting that OEB students may have problems in writing an academic English discussion section as non-native speakers of the target language. On that basis, pedagogical implications and future research recommendations were offered to build a platform of knowledge to continue the reflection and deepen the research on the subject matter.
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    Algerian arabic english code-switching by master 2 students at Oum El Bouaghi university
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Khenfar, Iqbal; Oulmi, Rima; Ayadi, Karim
    Code-switching has been studied by many researchers as a bilingual individual's behaviour and an essential part of bilingual speech. There are many factors that influence code-switching, and each one has the potential to be a confounding variable. Gender is one of these variables; however, whether there are significant gender differences in changing codes and what those differences are for Algerian Arabic-English Bilingual students remain uncertain, as past literature differs on the existence of gender disparities. Therefore, this study aims to investigate whether there is a variation in using code-switching among students of the department of English at Oum El Bouaghi University. Hence, both qualitative and quantitative study were conducted to shed light on who switches codes more among female and male students based on a questionnaire and audio-recordings corpus as tools of collecting data, the former was divided into two sections and distributed to 30 master 2 students and its data was analyzed quantitively, the latter was achieved through using a recording device and its data was analysed qualitatively. In terms of gender, the findings revealed significant gender disparities in code-switching behaviors, with females switching codes far more frequently in both ordinary speech and classroom situations. In terms of language use, English and Algerian Arabic were the most commonly spoken languages among both genders. Despite this, the data revealed considerable differences in the students' language use.
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    Computational text analysis
    (Oum-El-Bouaghi, 2020) Boumedjou, Tariq; Houadsi, Ayoub; Ayadi, Karim
    The latest advances in computational linguistics breathed new life into textual analysis approaches. With a battery of textual processing software, it gave momentum for language studies to delve more and more into digital practices opening new experimental prospects. In light of this statement, this study came to exploit these intelligent information processing tools to investigate the relationship between readability and vocabulary use in the writings of EFL learners. In a correlational research design, both variables were analyzed in order to establish a statistically corresponding relationship. The data needed to perform the analyses had been extracted form a sample of 30 essays written by second year EFL students at the University of Larbi Ben M'hidi. The analyses were carried out using a lexical profiling software that features many analytical choices. One of which is controlling the textual features to be tested. The Flesch reading ease formula was chosen to measure the readability. The MTLD, the BNC and Hyland's metadiscourse markers were chosen to measure three vocabulary aspects; lexical diversity, lexical sophistication and metadiscourse respectively. Readability, then, was paired with each vocabulary index to identify the corresponding correlation coefficients. The statistical interpretation of the results showed a strong link between readability and lexical diversity, gave an equally clear evidence for a negative correlation between readability and lexical sophistication and failed to prove nor deny the relationship between readability and metadiscourse. Therefore, their association remains unanswered.
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    Global competency-based appproach in teaching B2 english communicative skills
    (University of Oum El Bouaghi, 2024) Chaib, Amira Choubaila; Chibani, Zakia; Ayadi, Karim
    Due to the increasing interconnectedness of the world, driven by globalization, technological advancements, and cross-cultural interactions, learners need to develop their global competencies in order to navigate and thrive in a globalized society. Therefore, it is incumbent upon textbook makers to promote a global approach in their curricula. The present study aims to evaluate two textbooks, namely New Headway and New Interchange, used by teachers in intensive foreign language courses at Oum El Bouaghi University for intermediate-level students, to assess their alignment with the principles of a global competency-based approach. Another objective is to determine whether both textbooks enhance learners' communicative skills. Additionally, this research seeks to ascertain the extent to which both textbooks adhere to a global approach and to identify which textbook better integrates global competency-based principles. To conduct this research, a mixed-method approach is employed, with a macro-evaluation using an adapted checklist based on PISA 2018 to collect and analyze both qualitative and quantitative data. The findings of this study indicate that both textbooks are interdisciplinary, cover global topics, and promote communication skills. However, 'New Headway' covers more global topics but lacks cultural sensitivity and collaborative problem-solving activities, while 'New Interchange' has limited integration of cultural sensitivity. Furthermore, both textbooks incorporate technology for information access but not for global and intercultural collaborations. Based on these results, it is recommended that trainers consider using the New Headway textbook to improve learners' global competencies. In light ofthese findings, several recommendations are proposed to enhance the integration of a global competency-based approach into English language teaching.
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    Investigating concreteness and abstractness vis a vis decoding linguistics’ concepts
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Terbak, Manal; Boussaid, Nesrine; Ayadi, Karim
    For a very long time, theorizing in the cognitive sciences was dominated by the assumption that abstract concepts, which lack a perceivable referent, can only be handled by amodal or verbal linguistic representations. In the last years, however, refined grounded cognition theories emphasizing the importance of emotional and introspective information for abstract concepts, in addition to verbal associations and sensorimotor information, have received increasing support.Accordingly, The Algerian EFL students are facing serious difficilties in decoding abstract concepts particularly the ones related to linguistics due to the complex nature of linguistics itself and the perplexing abstract concepts.This research aims at detecting the main difficulties and challenges faced by both teachers and students in the process of teaching / learning linguistics' abstract concepts. In order to check the validity of this study, a hypothesis has been raised: second year students have more problems with decoding abstract linguistic concepts than the concrete ones. To verify the validity of this hypothesis, the qualitative quantitative methods were employed by means of two questionnaires in addition to classroom observation. The first questionnaire was administred to thirty-nine English students at English departement,while the other questionnaire was administred to ten linguistics teachers in the same departement, along with attending second year linguistics sessions with the eight groups for a close classroom observation.The results of the questionnaires and the the classroom observation show that both the learners and teachers have difficulties in learning / teaching abstract concepts related to linguistics due to their complex nature and to other circumstances such as: the learning approach ,methodology and atmosphere. Many suggestions were delivered by both teachers and students to enhace the teaching/ learning process, which are: adopting to learner-centured interactional approach along with integrating technology to undermine the difficulties faced with abstract concepts.
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    Investigating first language phonological constraint on english as a foreign language pronunciation accuracy
    (university of Oum- El- Bouaghi, 2017) Allaoua, Rania; Ayadi, Karim
    In the system of acquiring a foreign language, pronunciation accuracy is customarily perturbed by the appearance of the native language factor. Thus, Constantinian and Berber students are an exemplary evidence of such phenomenon which is the basis of our research. Our investigation is concerned with identifying and comparing the phonological errors made by first LMD students from two independent clusters; Constantinians and Berbers. A brief theoretical framework covers aspects of pronunciation and first language phonological constraint with an emphasis on highlighting the similarities and differences between English and the native language varieties; Berber and Constantinian dialect. The fieldwork is conducted following a corpus analysis with a voice recording technique to collect oral data. The findings obtained from the quantitative examination of the gathered data reveal that students from Constantine region are more influenced by the native language phonology than students who are from Berber origins. On account of these findings, a number of pedagogical implications are offered to teachers and course designers with reference to the restraints that occurred during the process of the scrutiny.
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    Investigating students’ attitudes towards the relationship between the use of socio-affective strategies and reducing speaking anxiety among EFL learners
    (Université Oum El Bouaghi, 2021) Kouachi, Rayane; Hakem, Nour El Houda; Ayadi, Karim
    During the last four decades, the affective variables such as foreign language anxiety (FLA) marked an increasing interest in research because of their decisive role in impacting language learners' success; especially in speaking classes. That's why researchers in education try to suggest better ways to lower this type of anxiety. This study sought investigating the students' attitudes toward the relationship between the use of socio-affective strategies and reducing the speaking anxiety among EFL learners. Accordingly, a mixed method research model, which uses both the quantitative and the qualitative modes, was opted for. The Foreign Language Classroom Anxiety scale (FLCAS) was administered to thirty second-year students of English at Larbi Ben M'hidi University, and a semi structured interview was adopted with an eleven second year students as well. The results obtained revealed that the students had a moderate level of speaking anxiety from the FLCAS. However, the findings the analysis of the semi-structured interview revealed the fact that most of the interviewees were are using a kind of socio-affective strategies to help minimize their fear in class without knowing that these strategies are used to reduce the FLA in an unintentional way. These findings confirmed the hypothesis of the study, and consequently, results were positive to the point that the use of socio- affective strategies is useful in lowering the speaking anxiety among EFL learners. Eventually, students and teachers should be aware of this type of humanitarian strategies to better academic achievement and reduce as much as possible the negative feeling of anxiety.
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    Investigating the analogy between pencil paper evaluation and students’ speaking and writing disequilibrium
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Bougherara, Hind Farah; Nouar, Lina; Ayadi, Karim
    Teachers of EFL classes mostly use the traditional way of assessment, which is Paper and Pencil assessment to evaluate the students' development concerning writing and speaking skill. In which they limited the opportunity to be appraised and receive feedbacks based on their actual performance, as well as it caused unbalance writing and speaking competencies. Correspondingly, this study aims at investigating the effect of paper and pencil evaluation on the students' speaking and writing equilibrium and the students' perspective towards the missuse of this traditional mode of assessment. The hypothesis of the study is that paper-pencil evaluation causes the students' speaking and writing unevenness. Furthermore, this study was addressed to master two EFL students at Oum El Bouaghi University and conducted at two levels. The first level is an enquiry that aims at proving the existence of the disequilibrium in the students' writing and speaking competencies. Both of the speaking and writing tests were used as data collection tools. The results of this level proved that the disequilibrium between the two skills does exist. The second level is a correlational research which included a comparison between the scores of the students' scores in writing and speaking modules as EFL students at Oum El Bouaghi University and the scores of the oral and writing tests. The results show that paper-pencil assessment has a negative impact on developing a homogeneous foreign language learner. The second tool was the questionnaire; an online questionnaire was dispatched to the students. The results showed that the lack of alternation in assessment affects the students' performance, in addition to the fact that the students have negative perspective towards the excessive use of the writing-only mode of evaluation. Eventually, the hypothesis was confirmed: paper and pencil assessment causes the students' writing and speaking disequilibrium.
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    Investigating the conetnet selection"at the crossroads" project-based activities in connection to I+1
    (university of Oum- El- Bouaghi, 2017) Dammene Debbih, Yasmine; Ayadi, Karim
    The present research attempts to examine the of project based activities in "At the Crossroads" used in the first year secondary school textbook. Its primary focus is investigating the input of those projects and verify if they are compatible to i+one. This was as an attempt to describe the fact that whether the i +one (the natural order of language acquisition) is respected by the English textbooks designers or not .The evaluation phase focuses on the difficulty of the projects being introduced as they are examined according to a variety of criteria and checklist evaluation. To give consistency to the evaluation phase, a diagnostic test has been administered for learners to gather the necessary data about their current level and a checklist has been established for the projects. Throughout the analysis we have obtained reasonable results that were expected about the disrespect of the i+one by the textbook designers along the five projects workshop.
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    Investigating the correlation between code mixing and essay writing style: case study master two students at L’Arbi Ben M’hidi University Oum El Bouaghi
    (University of Oum El Bouaghi, 2023) Djaref, Djamila; Hacini, Halima; Ayadi, Karim
    In multilingual and bilingual communities, the alternation and mixing of several codes in a single discourse is a common phenomenon; this goes back to the richness of the linguistic repertoire that exists in such a nation. Precisely, this research study attempts to investigate the correlation between code mixing and essay writing style among master two EFL students. Correspondingly, this investigation is to find out whether there is a positive, negative or no correlation between the two variables. Methodologically speaking, the authors opted for a quantitative method where the numerical labelling of the chunks of code mixing is put into evidence. This concerns master 2 didactics students at the English Department of Larbi Ben M'hidi University. So the subjects' casual speech is recorded by phone device then analysed meanwhile the subjects' essays are examined by means of content. After this, the use of the SPSS programme was needed to figure out the correlation between the variables. The study confirmed our alternative hypothesis, which says that the overuse of code mixing deteriorates essay writing stylistic competence among Master 2 didactic students. Code mixing is one of the sociolinguistic phenomena that is worth investigating in the pedagogical context in addition to the social one in the Algerian community and all over the world.
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    Investigating the effect of attention deficit hyperactivity disorder on academic performance
    (University Of Oum El Bouaghi, 2019) Benzaoui, Manal; Marouani, Soundous Rayhan; Ayadi, Karim
    The principle issue investigated in this study was to establish a relationship between the educational achievement and the common symptoms of Attention Deficit Hyperactivity Disorder. In order to identify that association, we hypothesized that ADHD symptoms have a negative impact on the pupils' academic performance in the short and long run. We assumed that the uncovered symptoms of ADHD at middle schools can be by no means severe and fatal. The target of the study was three classes at Hamimi Tahar middle school as observation of the pupils' behaviour in connection to ADHD was put into evidence; we observed a population of 97 pupils naturally for the aim of detecting a variety of symptoms of the mentioned disorder. In addition to a questionnaire administered to 17 teachers of English aim at getting insights about their knowledge and experience with ADHD students and their evaluation of those students performance. The discussion of the analysed data showed results confirm a mere relationship between the impacts of the symptoms of ADHD and students ability to keep the same pace of attention and achievement along with the observation being held. However, the survey showed that most teachers were not aware of the adverse consequences and effects of ADHD on their students. Meanwhile the very few students who exhibited symptoms of the disorder were academically productive.
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    Investigating the effect of the virtual and presential classes on developing the Algerian EFL learners emotional intelligence
    (University of Oum El Bouaghi, 2023) Lalouani, Islam Mousadek El Mourtadha; Ayadi, Karim
    Emotional Intelligence (EI) has been a topic of much interest and research in recent years. Due to its positive impacts on language learning. Researchers in education are always trying to propose new ways to maximize the effects of emotional intelligence in language classrooms. The major aim of the current study is to investigate the effect of the presential and virtual classes on the development of EFL learners' emotional intelligence in oral expression courses. Accordingly, a quantitative method model based on an experiment is adopted in order to examine the research hypothesis that the presential or the virtual teaching mode has a higher effect on the enhancement of EFL students EI. The experiment was conducted with two groups of second-year students of English at Larbi Ben M'hidi University. The Emotional Quotient Inventory (EQ-i) was used to collect data about the students' EI levels. The results obtained revealed that there was a statistically significant stability in the overall EI levels of participants in both experimental groups, reflecting an average emotional intelligence level. Moreover, perceptions towards the use, effectiveness, and difficulty of the activities applied in the training indicated a noticeable increase albeit remaining at an average level.Finally, the lack of amelioration in the results of the virtual group and the noteworthy improvement in the presential group results led to the conclusion that the training was effective in enhancing theEI level and therefore the research hypothesis was confirmed. Eventually, it is recommended that EI competencies should be integrated in language classes. Also, students can use them to ease their language learning process and heighten their EI levels.
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    Investigating the effects of pronunciation training on EFL learners' speaking confidence praat oriented model
    (university of Oum El Bouaghi, 2016) Arfi, Afaf; Ayadi, Karim
    The present study aims at investigating the effectiveness of pronunciation training and how it influenced the learners' speaking confidence. This study rests on the assumption that if EFL learners are exposed to pronunciation training, their speaking confidence at the level of comfortable intelligibility will be enhanced. Hence, to fulfill the aim of the study, answer the research questions and check the reliability of the hypotheses, an experimental design was adopted. The experiment is operationalized in five treatment sessions preceded and followed, respectively, by a pretest and a posttest. The study involved thirty students of English department at Mila Center University. The participants were divided into two groups: an experimental group where the learners were exposed to different training activities and a control group where the learners were not exposed to any kind of training. The findings of the study showed that the exposure to pronunciation training in an EFL setting brought positive outcomes in terms of learners' speaking confidence.
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    Investigating the efficiency of listening skills tasks in NorthStar second edition vis a vis new headway
    (university of Oum El Bouaghi, 2016) Barouk, Romaissa; Ayadi, Karim
    Research in the field of teaching listening skills brought multiple tools and materials that aim at improving the process of listening in particular, and language learning in general. One of the most beneficial and innovative materials used in teaching the listening skill is known as "north star second edition Textbook". Therefore, the present study is an attempt to test the efficiency of NorthStar manual in enhancing the listening capacities of foreign language learners. In addition, it tried to compare this american audio program with another british program used at Mila center university known as "New Headway". On these bases, it is hypothesized that the listening episodes of north star audio program would improve learners' speech decoding skills. Furthermore, the study rests on the assumption that north star is richer and more diverse than the New Headway in terms of developing the listening and speech decoding skills. In order to fulfill the aim of the study and check the validity of the hypotheses, a quasi experimental design was used. The participants assigned to the quasi experiment are forty students from the english department at Mila Center University, representing the experimental and control group. The former received the listening episodes of the north star textbook along with different types of listening comprehension activities. However, the control group participants were exposed to the "New Headway" student's book. The descriptive and inferential analyses of the results reveal a statistically significant improvement in the experimental group results. In other words, the findings of the study show that the use ofNorthStar manual ibrought about positive outcomes in terms of learners' listening skills. As a result, foreign language teachers, in particular Mila university teachers, can make use of this textbook in oral expression classes at first year university level.
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    Investigating the impact of teaching abstractive summarization techniques on enhancing the students’ Sum-Up tasks skills
    (Université Oum El Bouaghi, 2021) Reguig, Rahma; Ayadi, Karim
    The present study is an investigation in the field of teaching and learning English in Algeria. it has been, purposefully, consented to conduct an assessment on the importance of teaching summarization techniques to 1st year in EFL classroom. Thus, the overall aim of this descriptive research is to investigate the benefits of teaching abstractive techniques in the university classroom and to explore the students' attitudes towards the use of this pedagogical tool. Two chapters constitutes the present research work, chapter one sheds the light on what is summarization , approaches and challenges. Chapter two is a practical part, it aims at collecting data, analyzing and interpreting them. It consists, in one hand, to provide information about students and on the other hand, provide information about the status and usefulness of teaching abstractive summarization techniques EFL classroom. For this purpose, therefore, seventy eight 1st year LMD students at the department of English situated at the University of Algiers, Om Bouaghi were solicited through two research instruments, a pre and post-tests, and a questionnaire. From the students' results obtained from both pre and post- tests. It was shown that, there is a noticed improvement and enhancement in their Summarization skills i.e Abstractive techniques do enhance the students' summarization skills. Students by ignorance choose free summarization ,neglecting the fact that they face many problems like the fully understanding to given text . In addition to the luck of extracting the main ideas and key words and context clues using.
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    Investigating the impact of the multisensory phonics interventionr eading program on the reading skills in EFL students with dyslexia
    (University of Oum El Bouaghi, 2024) Meziane, Hadil; Rahali, zina; Ayadi, Karim
    Reading, spelling, and phonological processing issues are among the symptoms of dyslexia, a common learning problem that may severely limit a student's academic development and self-esteem. Educators have looked into a number of intervention programs targeted at helping dyslexic pupils with their reading in order to resolve these issues. The current study mainly aimed to assess to what extent a multisensory phonics intervention program serves to affect dyslexic pupils' reading abilities in an EFL (English as a Foreign Language) context. Using an experimental design and a quantitative methodology, this study examined the hypothesis that the multisensory phonics intervention would be more effective than conventional teaching techniques. A third-year class of middle school children from Oum El Bouaghi participated in the experiment. They were separated into two groups: the experimental group, which received multisensory phonics instruction, and the control group, which received regular reading instruction. In order to evaluate their progress, the pupils took a pretest as well as a posttest. Subsequently, the tests results were statistically analyzed to determine the significance of the data. The findings indicated that pupils in the experimental group improved their reading abilities noticeably more than those in the control group. These results imply that the multisensory phonics intervention program is more practical compared to conventional teaching strategies, especially when it comes to helping dyslexic pupils to read. As a result, confirming the hypothesis. Last but not least, it is recommended that educational institutions incorporate multisensory phonics methods into their curricula in order to better meet the needs of dyslexic pupils and elevate their overall academic achievement.
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    Investigating the relationship between logical mathematical intelligence and learners’ performance on grammar tests
    (University Of Oum El Bouaghi, 2019) Ramdani, Oumayma; Ayadi, Karim
    The role of logical mathematical intelligence in SLL has not clearly been discovered. The present study attempted to identify the relationship between logical mathematical intelligence and grammar scoring. To this end, a correlational design is employed to examine our research hypotheses which claim that there is a significant relationship between logical mathematical Intelligence and EFL learners' performance on grammar scoring. We worked with 60 students of second year from the department of English at Larbi Ben Mhidi University. For research tools, we used Armstrong multiple intelligence inventory, its logical-mathematical scale (LMS) was administered to participants. We also used the official standardized grammar exam of second year students of English Department at Larbi Ben Mhidi University of 2018-2019 academic year. After gathering the data, we analyzed the information using SPSS. We found that there is a significant positive relationship between LMI and learners' performance on grammar tests. By way of explanation, the higher level of LMI, the greater performance on grammar tests. Therefore, we confirmed our research hypothesis.
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    The Impact of teacher code switching on EFLlearners' speakig skill
    (university of Oum- El- Bouaghi, 2017) Larbes, Khawla; Ayadi, Karim
    Teaching speaking skill, has recently been a growing interest in the context of teaching English as a foreign language, since the mastery of this language as a tool of communication at the first place requires the attainment of the speaking proficiency. In this respect, this study aims at examining the effectiveness of teacher code-switching between the EFL learners' native language and English in the process of learning English speaking skill. Hence, using teacher code-switching, as a method for teaching speaking is part of this study. The target population for this study is A1 level of the English learners in private school Oum El Bouaghi downtown. A Quasi experimental design was implemented in this research work. Sixty students were chosen as a representative sample of the whole population. Thirty students were selected to participate in the experimental group while the others were in the control group. The findings of this study have shown that the use of teacher code-switching has no significant effect (neither positive nor negative) on speaking skill' learning, in a sense that its application in oral expression session has no impact on student oral skill.
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    The Implementation of the ecrif model in enhancing learners' intercultural communicative competance
    (university of Oum- El- Bouaghi, 2017) Tamrabet, Nerimen; Ayadi, Karim
    This dissertation aims at investigating the importance of intercultural communicative competence in foreign language classroom through the ECRIF model, the latter is an acronym that stands for encounter; clarify, remember, internalize and fluent use. More particularly, it investigates whether the ECRIF model is useful for enhancing learners' intercultural communicative competence or not. The work is based on the hypothesis that the ECRIF model will enhance learners' intercultural communicative competence. To test its truthfulness, a quasi-experimental study explored the implementation of the ECRIF model in enhancing learners' intercultural communicative competence. A pre-test, post-test design is carried out. The sample population constituted of two classes of second year LMD students at L'arbi Ben M'hidi University. The study sample were chosen randomly with a total of 60 students out of 264 second year students. The experimental group was taught the ECRIF model for a total of eight sessions through the oral module. The sessions span over 2 months; While the control group was taught in traditional way of teaching with no ECRIF stages, i.e., the same content of the experimental group as well as the module, using traditional lecturing approach. The independent Sample t-test and the paired sample t-test were used to analyze data research, because the former used to determine the significant of intergroup differences. And the latter was also utilized to show the reason of the differences. The results of the study show that there are significant differences between the experimental group who has performed better than the control group. Therefore, the study has contributed to the result that the integration of the ECRIF stages will enhance learners' intercultural communicative competence. The present study ends with some suggestions for future research, limitations, and pedagogical implementations of the study.