Browsing by Author "Azeroual, Djihed"
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Item A comparative corpus based analysis of hedges and boosters in discussion sections of experimental and non experimental master theses(University Of Oum El Bouaghi, 2019) Belouettar, Hanene; Mesbahi, Amena; Azeroual, DjihedA growing body of evidence suggests that the rhetorical devices of hedging and boosting are crucial to the construction of an authorial stance in a world of academia, however, the implementation of such devices is subject to influence by several factors among which the type of the research design. With respect to English Foreign Language learners at Larbi Ben M'hidi University, the present study is called for in a bid to discover if learners' use of hedges and boosters is dependent on the adopted research methodology. To achieve this end, a contextual analysis of these devices is carried out on a corpus comprised of 50 discussion sections (25 experimental and 25 non-experimental) drawn from master theses. A robust computational toolkit, AntConc, is used to record the frequencies of the different types of hedges and boosters across the two corpora relying on Hinkel's (2005) pre-established taxonomy by means of "Key Words In Context" concordance. To determine the significance of the results obtained, a Chi-Square test is run by means of SPSS. The findings demonstrate a statistically significant difference between experimental and non-experimental discussion sections with respect to both frequency and form of the employed hedges and boosters, however, a notable discrepancy is marked in the application of the two devices at the level of each stratum. On the basis of these findings, a number of pedagogical implications are offered and suggestions for further research are proposed.Item Building students ESP vocabulary through teaching idioms towards developing business communication(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Ghedabna, Hanene; Azeroual, DjihedThe purpose of this research is to investigate the effect of teaching Business Idioms in building ESP students' vocabulary and its influence in boosting their communication. This work has adopted an experimental method to answer the question of whether teaching idioms helps in building students ESP vocabulary. The study was conducted at Higher School of Accounting and Finance of Constantine (E.S.C.F Constantine. The participants were 54 forth-year students that were divided into two groups (control and experimental group). Both groups were pre-tested through two activities. Then, only the experimental group received a treatment while the control did not receive any treatment. After the treatment period, the post-test was administrated to both groups. By the end of the experiment, data gained from the pre-test and the post-test were analyzed quantitatively using SPSS (Statistical Package for the Social Sciences). The results show that there is a significant improvement in the scores of the experimental group. It was noticed that teaching business idioms helped ESP students to build and strengthen their vocabulary repertoire. Therefore, teaching Business Idioms helps ESP students in enhance their vocabulary knowledge which; in turn, helps in developing business communication.Item Enhancing classroom interaction through the use of debates as an active learning strategy in EFL classes(university of Oum- El- Bouaghi, 2017) Sehari, Mawhoub; Azeroual, DjihedThe present work is aimed toward investigating the effect of in-class debates as active learning strategies in order to enhance what is known as classroom interaction. It tries to seek answer to the two main questions that lead to the development of such topic that are: What are the different types of interaction that exist in an EFL class? Does using in-class debates have any effect on classroom interaction or not? . It further investigates the relationship between debates and classroom interaction. This paper is also designed to affirm or reject the pre-established hypothesis which is: using in-class debates will enhance classroom interaction in EFL classes. In order to reach that goal, we opted for the experimental design with a control and an experimental group which received the treatment. In gathering data, a questionnaire and a classroom observation were conducted with 56 third year students of English at LARBI BEN M'HIDI University.Item Identifying and evaluating the cultural components in the algerian EFL textbook of third-year middle school my book of english(Oum-El-Bouaghi, 2020) Bouchouareb, Rayene; Azeroual, DjihedThe present research attempts to evaluate the way culture is introduced in the Algerian middle school, in particular the third-year textbook My Book of English. The study focuses on identifying the cultures integrated in the content of the textbook. The main concern of the present study is to figure out what are cultural components covered in My Book of English textbook, how they presented , and to what extent they help in teaching the target culture and developing pupils' cultural competence? The study is conducted through an analytical approach based on qualitative data using an adapted checklist to evaluate the textbook in terms of adequacy and suitability of cultural information presented. The results indicate that different cultures were presented; including local, target and international cultures with dominance of the mother culture. Furthermore, the results revealed that cultural components are inadequately presented as insufficient cultural knowledge in many sequences is clearly noticed. The findings also show that the textbook provide pupils with an artificial picture about how the English language is used in different contexts by its native speakers which do not help in developing their cultural skills. The absence of proverbs, songs, and games..etc in the textbook which might have helped teachers to introduce the culture efficiently and motivate pupils to develop their cultural competence. On the basis of these results, some recommendations have been suggested that would help in re-considering the way local and target culture are presented in English textbooks.Item Implementing online assignments for assessment in traditional classrooms, teachers and students attitudes: the case of master one students of english at the english department Larbi Ben M’hidi University(University of Oum El Bouaghi, 2023) Benkhonata, Naziha; Azeroual, DjihedIn the past, students used to do assignments on paper and engage in paper discussions. However, with the advancement of technology, we now have the ability to utilize online platforms and tools to create assignments and make them available on the internet. The integration of online assignments in EFL (English as a Foreign Language) teaching has also become prevalent in traditional classrooms. This research utilized a qualitative approach through the use of a questionnaire to gather data and understand the perspectives of teachers and students on using online assignments to assess student performance. The questionnaire was designed to capture participants' views, opinions, and experiences related to online assignments in EFL teaching. The questionnaire consisted of a series of open-ended questions that allowed participants to provide detailed and descriptive responses. The questionnaire was distributed to a population of 135 students, out of whom 45 were Master's students, and 16 teachers in the English department at El Arbi Ben M'hidi University. The participants were selected based on their relevance to the research topic and their experience with online assignments in an EFL context. The findings from the questionnaire revealed that the students held positive views regarding the use of online assignments. They expressed appreciation for the immediate feedback provided through online platforms, as it was seen as a valuable tool for enhancing their knowledge and learning experience. They perceived online assignments as a beneficial approach that facilitated their understanding of the subject matter. However, teachers' neutral position on the effectiveness of online assignments compared to traditional ones may be attributed to the reported lack of attention given to online assignments in EFL teaching. Based on the findings, it is recommended that teachers integrate online assignments into EFL teaching to foster motivation and active learning while also addressing the reported lack of attention given to online assignments.Item Investigating EFL teachers’ and students’ attitudes towards the role of monolingual dictionaries in the learning of vocabulary(university of Oum- El- Bouaghi, 2017) Boutaleb, Maroua; Azeroual, DjihedThe present study is intended to investigate the teachers' and students' attitudes towards the use of monolingual dictionaries in the learning of vocabulary. We hypothesized that EFL teachers and students would have positive attitudes towards the role of monolingual dictionary in learning vocabulary. To test our hypothesis, a descriptive study was conducted through designing two questionnaires, one for teachers and the other for students, which were our data gathering tool. The first questionnaire was given to forty first year LMD students of English at Larbi Ben M'Hidi University, Oum El Bouaghi; whereas the second was handled to fifteen teachers of different modules at the English Department within the same university. The analysis of the findings together with the literature review brought light to our topic of investigation and offered a clear picture of teachers' and students' attitudes and beliefs. The results revealed that both teachers and students have positive perceptions towards using monolingual dictionaries in developing the learners' vocabulary.Item Investigating learners’ needs toward designing an english for specific purposes lesson model(University Of Oum El Bouaghi, 2019) Chaib ainou, Khokha; Azeroual, DjihedThis research is concerned with Teaching English as a Foreign Language (TEFL). As a part of master degree dissertation, the present study aims at identifying the needs of second -year students of Management Science at L'Arbi Ben M'hidi University,Oum El Bouaghi (OEB) in learning English with the intention to improve the teaching/learning of English for Specific Purposes at this department, and by extension the other departments all over Algeria through proposing a lesson model for the targeted sample. For this purpose, a needs analysis was carried out to determine the students' needs using a questionnaire administered to the research sample. The data obtained were analysed in terms of frequencies and percentages. The analysis of data has revealed that second-year management sciences students need to be proficient in the four primary skills: listening, speaking, reading and writing with neat attention given for listening skill in order to study or to get job in the future. Based on the findings of this research, this study indicates that an ESP course, which takes into consideration the students' needs, should be developed at the Management Sciences (MS) department at OEB University. Consequently, some proposals were suggested to help in designing suitable ESP courses that fulfil the learners' needs. Finally, a lesson model is suggested as an illustration.Item Investigating Teachers’ Ability in Recognizing Dyslexic Students through their Writing Errors(University Of Oum El Bouaghi, 2019) Lahiouel, Nour Elhouda; Azeroual, DjihedThis study investigates secondary school English teachers' awareness in identifying learners with dyslexia. It seeks to explore teachers' ability to recognize learners who may be at risk of dyslexia through their writing errors. The researcher adopted mixed method approaches, which were judged the most suitable for collecting data, namely a questionnaire and an interview. The former addressed English teachers at secondary school level in Oum el Bouaghi totest their knowledge on dyslexia, and their ability to recognize dyslexic students through their writing errors, while the latter was done with three speech therapists to seek out their insights about the current status of dyslexia in Algeria and in Oum El Boughi, in particular. The findings have revealed that around the half of the teachers' sample have prior knowledge of dyslexia and most of them were able to diagnose, to some extent, dyslexics' writing problems. Though teachers claim that they know about dyslexia, their knowledge seems to be quite limited especially in distinguishing dyslexics form non-dyslexics whom exhibit similar symptoms. The results obtained from the analysis of experts' interview elucidated that more attention is given to children on the expense of teenagers and adults, and to Arabic on the expense of foreign languages. Thus, this study concludes that extensiveteacher-training is recommended to identify the characteristics of dyslexia for within the national language curricula at all academic levels.Item Investigating teachers’ and students’ attitudes towards using intralingual subtitles in videos to overcome students’ listening comprehension problems(Oum-El-Bouaghi, 2020) Fares, Kadem; Azeroual, Djihedn Foreign language learning, listening comprehension skill has a significant role, since it is the only channel responsible for receiving the spoken language input. However, when they are exposed to videos, EFL students may face problems when using this skill which means that their language learning process won't progress in a smooth way. Intralingual subtitles are one of many ways that students should use to overcome listening comprehension problems. The main aim of this study is to explore the different attitudes of both teachers and students toward using intralingual subtitles to overcome listening comprehension problems. For that, it was hypothesized that teachers and students have a positive attitude toward using intralingual subtitles in videos to overcome students' listening comprehension problems . In an attempt to check the hypothesis and to harvest the needed data for the present study, an online questionnaire was given to 40 first-year students and 17 teachers of English department at Larbi Ben M'hidi University, Oum El Bouaghi. The results obtained from both questionnaires indicate that both teachers and learners had a positive attitude towards using intralingual subtitles videos and agree with the fact that captions can help students overcome listening comprehension problems. Hence, using such modern tool as a pedagogical aid in Foreign language learning/teaching deserves more attention and awareness.Item Teachers perceptions towards the use of E-textbooks inside the Algerian primary school EFL class: the case study of third grade primary school textbook(University of Oum El Bouaghi, 2023) Mazouz, Faysal; Salhi, Hichem; Azeroual, DjihedTechnology advancement has led to new breakthroughs in the field of education. Nowadays,several technology tools are available that can be used to enhance teaching and meet students'needs. Therefore, it is entirely up to teachers to employ modern technology or stick to the traditional methods in teaching English. The purpose of this study is to shed light on the use of technology in EFL teaching in the Algerian primary schools. More specifically, it sought to inspect primary school EFL teachers' perceptions regarding the use of e-textbooks in their classes. To achieve this aim, one questionnaire was distributed to 25 teachers of English at different primary schools at Oum El Bouaghi. The findings of the study demonstrated that teachers have modest degree of familiarity with the use of technology in EFL teaching and recognise its usefulness and its positive impact on learners while doing assignments. However, they prefer printed textbooks to digital ones when teaching English at primary schools.Item Teachers’ perceptions on the use of segregated approach versus inclusive approach in teaching students with special needs in EFL contexts(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Gasmi, Aouatef; Boutouil, Aya; Azeroual, DjihedGuenot,2020) special education has received considerable attention recently especially regarding the approaches implemented in this type of education, , this has led to proliferating divergent attitudes towards these approaches. Since Algeria is no exception, the present study aimed at investigating the Algerian EFL teachers' attitudes towards the two contradictory approaches "Segregation and inclusion" in teaching English as FL for special needs students, in order to detect the teachers preferences concerning which approach is more effective. To carry out this research, a questionnaire was administered to 19 middle school teachers and 6 segregated school teachers-Khenchela- , in addition to a classroom observation which took place in each type of schools. The results, obtained from the analysis of the two used tools revealed that Algerian EFL teachers favour the segregated classroom settings over inclusionary ones in teaching disabled learners. Mainly because the teachers believe that the former serves best the disabled learners' special needs; whereas the latter cannot be properly implemented due to the deficiency that mainstream education undergoes. In essence the findings suggest that it is requisite to supply Algerian ordinary schools with the necessary resources, and equipment in order to make compatible accommodations for disabled learners, as well as hiring psychiatrists, providing occupational training for teachers before their employment, and adjusting English curriculum for special needs students.Item The Effectiveness of indirect written corrective feedback in developing autonomous Learning :teachers’ and students attitudes(Oum-El-Bouaghi, 2020) Siad, Aya; Azeroual, DjihedThe current research is a descriptive study that aims at investigating EFL teachers' and students' attitudes towards the effectiveness of indirect written corrective feedback in promoting autonomous learning. In doing so, it is hypothesized that EFL teachers and third-year EFL students agree that indirect written corrective feedback have a positive impact on students' autonomous learning. In order to fulfill the aim of this study, an online questionnaire is administered to twelve teachers of written expression and forty third-year English students at Larbi Ben M'Hidi University, Oum El Bouaghi. The findings obtained from both questionnaires demonstrated that the majority of teachers and students acknowledge the significance of utilizing indirect WCF in enhancing students' autonomy in learning. Accordingly, the findings drawn from this study have confirmed the above mentioned hypothesis.Item The Effects of chat language on student's academic writing : teachers' and students' attitudes(Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Boughazi, Mebarka; Fodil, Chahinez; Azeroual, DjihedThe present research addresses one of the issues in the students' academic writing. It aims to show the effects of chatting on EFL students' academic written performance. It focuses on finding out whether features of the written chat language are present in EFL students' productions and unveil the teachers' and students' attitudes towards the use of such features in academic writings. To achieve the research objects, a descriptive method was chosen to be the research methodology and the questionnaire to be the tool of research. Two questionnaires were designed; one for 30 first -year master students at the English Departments at Larbi Ben Mhidi University and 14. English teacher who used to teach master students at the same department. The findings prove that the overuse of chat language negatively affects students' written productions. Students' extensive use of chat result in poor in academic writings. In other words, both teachers and students have negative attitudes towards using chat language in academic writings. This study suggested some recommendations that would help in enhancing students writing academic productions .Item The Use of ICT tools in learning english language(University of Oum El Bouaghi, 2023) Nasri, Bouthaina; Chaib, Fatima; Azeroual, DjihedEducation is one of the fields in human life that has been influenced by Information and Communication Technology (ICT). Learners may now employ a variety of ICT tools, including computers, projectors, and the internet, to facilitate their learning process. The aim of this research is to identify which ICT tools are used to acquire the English language and their benefits. It also aims at examining the challenges they face while using such tools. One questionnaire has been posted online to third year students of English at Larbi Ben M’hidi University, being the only research tool used in the present study. The data gathered indicated that most of the students use ICT tools in their learning process. Moreover, students show that these technologies are means which help them develop their learning four skills. The findings also revealed that the weakness of the network is the main problem that they had. Because ICT is a real aid in improving the English Foreign Language learning process, we recommend students to use ICT inside and outside classrooms to boost their English Language skills in a simple and effective way. Moreover, we recommend teachers to encourage their students to use those tools appropriately. In addition, universities should give an importance to ICT tools and they should be equipped with essential and necessary technologies.