Browsing by Author "Bechoua, Soraya"
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Item A Comparative study between the effects of intrapersonal and linguistic intelligences on the narrative paragraph(أم البواقي, 2020) Sigha, Kahina; Bechoua, SorayaWriting remains one of the most challenging skills in a foreign language for EFL/ESL learners. It requires many efforts and practices to come out with a righteous writing product. Because of the complexity of this skill, many teachers and learners face a number of issues in the teaching/learning process. While the former requires to provide the accurate teaching style to cope with all the individual differences in the classroom, the latter should adopt the best ways and strategies of learning. In this research work, the aim is to make students aware of their strengths and weaknesses by knowing the appropriate learning style that matches best their intelligence as suggested by the multiple intelligence (MIT). The main objective of the study is to find out whether there is a significant difference in students' writing abilities through using their intrapersonal and linguistic intelligences ,and also to emphasize the importance of MIT. This research is conducted with a group of 18 EFL master one (M1) students at Larbi Ben M'hidi University-Oum Bouaghi. The participants were categorized into two groups according to their dominance of intrapersonal and linguistic intelligences. A comparative correlation study is used in order to investigate whether both groups of intrapersonal and linguistic intelligences show a better mastery of narrative writing or not. A Multiple Intelligence inventory and medium-length paragraphs written by the students were used to collect data. Moreover, the statistical t-test is used to add a statistical significance to the results and the writing rubric to assess the students' writing performance. The findings of this investigation have shown that there is no significant difference between the writing performances of both groups , and that the two groups did well in this task that is narrative writing. Some recommendations for multiple intelligence theory are inserted in the dissertation as well as the limitations of this work.Item Appropriateness of text selection in EFL classes to improve reading comprehension in secondary school(university of Oum-El-Bouaghi, 2014) Hadjaissa, Selma; Bechoua, SorayaTeachers of english as a foreign language are in a constant search of what may help their learners improve their reading comprehension. The selection of a text is seen as an important factor which may have positive effects on readers? achievements in terms of strategy of reading and reading comprehension. Thus, teachers should be aware of factors that make a reading text not only interesting but also suitable to their students? level. The study then aims at establishing a probable relationship between the appropriateness of text selection and the enhancement of students? reading comprehension. It is, therefore, assumed that a text is appropriately selected on the basis of certain criteria would relatively improve the EFL students? reading comprehension. To reach such an aim, a questionnaire of 33 statements has been designed and administered to a number of secondary school teachers, who teach reading comprehension in schools. The findings, after the analysis of the questionnaire, have confirmed the initial assumption an appropriate selection of a reading passage (may) bring(s) a relative improvement to EFL learners? reading.Item Building vocabulary stock for EFL learners through the jigsaw II puzzle collaborative thechnique(university of Oum El Bouaghi, 2016) Gouasmia, Aldjia; Bechoua, SorayaVocabulary learning by far plays a crucial role for many students as it is the basis of their learning of english. However, it can be a challenging task because it is often perceived as a dull, boring and difficult. Interestingly, the present study is intended to investigate the effect of using collaborative techniques namely jigsaw ? puzzle on building the vocabulary stock of middle school EFL pupils. To achieve this goal, sixty four (64) pupils of first year level were chosen from the population of Benzaoui Ahmad Lamine middle school in Ain Beida, Oum-El-Bouaghi as participants of this study. The selected sample was divided into two groups, an experimental group and a control one. For the purpose of manipulating the effect of the independent variable "using collaborative technique, the jigsaw ? puzzle" on the dependent variable "building new vocabulary", a quasi experimental design was applied. Firstly, a pre-test, comprising three different activities, was administered to both groups in order to determine the pupils' background knowledge of vocabulary. Then each group has received treatment as the experiment procedure requires but with different teaching techniques, the experimental group was taught vocabulary using jigsaw ? puzzle technique applied in three vocabulary lessons, whereas the control group, who received three vocabulary session, was taught the same thing through traditional instruction given by the teacher. Then, a post-test was addressed after the treatment to both groups; it was similar to the pre-test. After collecting and analyzing the data depending on the paired-sample t-test and the independent one, the findings revealed that jigsaw ? puzzle was effective in the teaching of new vocabulary, regarding the pupils' better performance in the post-test, i.e., after treatment. In addition to that, we realized that there was a significant difference between both groups because the control group has not recorded improvement as the experimental group has. In this case, the significance of the results not only confirmed the correlation between variables, but it did validate the alternative hypothesis and reject the null one. so, it has been concluded that collaborative techniques mainly, jigsaw ? puzzle enhance the building of new vocabulary because it increases their memorization, acquisition, and comprehension.Item Examining the usage of coordinating conjunction in Algerian middle school books: a genre and level analysis(University of Oum El Bouaghi, 2023) Boumerdas, Ahlem; Harkat, Faraoula; Bechoua, SorayaThe primary aim of the study is to examine and analyze the usage of coordinating conjunctions in3rd and 4th year Algerian middle school books. The study specifically focuses on the influence of genre and level on the frequency and distribution of coordinating conjunctions. The study adopts a corpus analysis approach, analyzing a sample of 20 reading passages from third and fourth year Algerian textbooksusing TagConc and AntConc software tools . The findings reveal that coordinating conjunctions play a crucial role in connecting ideas and emphasizing similarities across different genres and academic years. The frequency of coordinating conjunctions increases in fourth year materials, indicating that the middle school curriculum places a greater emphasis on teaching advanced writing skills and logical connections as students progress through their education.Variations in coordinating conjunction usage across genres are also observed. The study provides pedagogical implications for educators, suggesting explicit instruction on coordinating conjunctions, genre-specific approaches, practice opportunities, peer collaboration, and interdisciplinary integration to enhance students' language proficiency and critical thinking abilities. The study acknowledges limitations regarding sample size, generalizability, and direct student data, and suggests further research in larger and more diverse samples, longitudinal studies, direct assessments of students' writing abilities, cross-cultural comparisons, exploration of teachers' perspectives, and intervention studies to assess the effectiveness of instructional interventions.Item Invastigating EFL students' attitudes towards the role of lyrics of songs in enhancing the informal vocabulary(University of Oum El Bouaghi, 2018) Zeroual, Karima; Bechoua, SorayaInformal Vocabulary mastery has always been one of the very complex tasks in the foreign language learning; it is regarded as a challenge for both teachers and learners. Due to its difficulty, students have problems to improve their level of communication in real situations. Actually, the current study is meant to explore the importance of embedding lyrics of songs in the classroom to enhance the informal vocabulary of second year students of English at Larbi Ben M'hidi University. It aims at investigating the extent to which the integration of lyrics promote learners' level in informal vocabulary by inspecting learners' attitudes towards their use. Additionally, we endeavor to raise students' awareness on how lyrics can contribute to developing informal vocabulary proficiency inside and outside the classroom. In this research, It has been hypothesized that the second year EFL learners at Larbi Ben M'hidi University would have positive attitudes towards the role of lyrics in enhancing their informal vocabulary. To achieve the objective of this study, we relied on a descriptive method that focuses on quantitative framework through the administration of a questionnaire as a data collection tool. The findings show that the students are very interested in developing their informal vocabulary load using songs with lyrics as a new learning style, which in turn would enhance two important skills, listening and reading, in the classroom.Item Invastigating EFL students' attitudes towards the role of lyrics of songs in enhancing the informal vocabulary(University of Oum El Bouaghi, 2018) Zeroual, Karima; Bechoua, SorayaInformal Vocabulary mastery has always been one of the very complex tasks in the foreign language learning; it is regarded as a challenge for both teachers and learners. Due to its difficulty, students have problems to improve their level of communication in real situations. Actually, the current study is meant to explore the importance of embedding lyrics of songs in the classroom to enhance the informal vocabulary of second year students of English at Larbi Ben M'hidi University. It aims at investigating the extent to which the integration of lyrics promote learners' level in informal vocabulary by inspecting learners' attitudes towards their use. Additionally, we endeavor to raise students' awareness on how lyrics can contribute to developing informal vocabulary proficiency inside and outside the classroom. In this research, It has been hypothesized that the second year EFL learners at Larbi Ben M'hidi University would have positive attitudes towards the role of lyrics in enhancing their informal vocabulary. To achieve the objective of this study, we relied on a descriptive method that focuses on quantitative framework through the administration of a questionnaire as a data collection tool. The findings show that the students are very interested in developing their informal vocabulary load using songs with lyrics as a new learning style, which in turn would enhance two important skills, listening and reading, in the classroom.Item Investigating EFL teachers’and students’ attitudes towards the role of cooperative learning technique in boosting students’ learning of phrasal verbs(University of Oum El Bouaghi, 2018) Marir, Nasma; Bechoua, SorayaMost English as a foreign language learners (EFL) express their eagerness to possess a native-like ability to use phrasal verbs in their communication. However, the adoption of these very specific items of the English language seems to be hard task. Hence, what learners actually need is to implement effective techniques which would facilitate the learning of these problematic verbs. The current study seeks to highlight the significance of cooperative learning through investigating both EFL teachers' and students' attitudes towards the role of this technique in boosting students' learning of phrasal verbs. To this end, a descriptive study has been carried out via the administration of two questionnaires to 60 second year students and 20 teachers at Larbi Ben M'hidi University in Oum El Bouaghi. The results obtained from the gathered data show that both teachers and students approve of the use of cooperative learning technique to promote students' learning of phrasal verbs. On this basis, the hypothesis is validated in that foreign English learners need to work with the cooperative learning technique to master phrasal verbs. So, the results go in the direction of the stated hypothesis.Item Investigating teachers' and students' attitudes about the impact of the cultural background knowledge on learning a foreign language(university of Oum-El-Bouaghi, 2015) Azeb, Khelthoum; Bechoua, SorayaLanguage learning is builtup basically on mastering the four skills; these skills grant us the potential to speak, read, write, and listen. Additionally, a rich repertoire of vocabulary knowledge may make it possible to communicate with others. Yet, communication actually requires a number of social elements and linguistic factors to really take place so as individuals may interact. The study is mainly concerned with the discussion of two main concepts that are closely related; culture and language learning. The study therefore investigates FL teachers and learners' attitudes about the impact of the cultural knowledge on learning a foreign language learning process. A descriptive study has been designed for that purpose and it consists of two questionnaires; one for the teachers and the second one for the students of the english department. Although, the respondents are assertive that no language is taught in isolation, or rather no language is excluded from its cultural context; both are so tightly related and their teaching is a must. The data analysis of the two questionnaires made it clear that although both teachers and students are aware of the integration of the cultural component in the learning process, it is still neglected, not to say ignored, and not taken into consideration in the learning/ teaching process.Item Investigating teachers’ attitudes towards the effect of L1 use on EFL learners’ reading comprehension(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Zeguir, Nour el houda; Bechoua, SorayaReading is a major skill through which one can acquire knowledge in all domains of life, regardless of the amount of vocabulary which is another gain, and in the field of language teaching and learning, all educationalists and linguists admit its importance. The basic goal of reading is reading comprehension. This latter has always been a major concern for both EFL teachers and learners whose involvement is reflected in the techniques and strategies they apply as to promote this skill and reduce its difficulties. In fact, one of the crucial issues that interfere in the teaching/learning of reading is L1 use. Therefore, the current study seeks to highlight the role of L1 use in EFL learners' reading comprehension. To this end, a descriptive study has been carried out via the administration of a questionnaire to thirty (30) middle school teachers in Oum El Bouaghi. The analysis of the questionnaire showed that the EFL teachers consider first language as an important factor for the enhancement of reading comprehension which concerns EFL beginner learners. On this basis, the stated hypothesis that the middle school teachers would hold positive attitudes towards L1 use when they teach L2 reading comprehension is validated. The study ends with some pedagogical implications suggested for both teachers and students.Item Investigating the effictiveness of portfolio assessement in EFL students' writing(university of Oum-El-Bouaghi, 2015) Bouroumana, Kawther; Bechoua, SorayaAssessment is the key to the improvement of the students' level and the curriculum. Recently, there has been a great shift in this domain, which is the new method that the researchers have developed. This method aims at enhancing the learning/teaching process which called "alternative assessment". This current study aims at investigating the effectiveness of the portfolio assessment which is considered as an alternative assessment used to enhance EFL students' writing. Furthermore, it is an attempt to reveal the secondary school teachers' perceptions about the importance of the EFL writing and portfolio assessment technique. To accomplish these goals, two hypotheses were proposed. The first, it is hypothesized that the portfolio assessment technique would enhance the EFL students' writing. The secondis that the teachers would show an understanding of the importance of EFL writing and recognition of the role of the portfolio assessment technique in its improvement. In attempt to test these two hypotheses, two different methods were followed a quasi-experimental design as well as a questionnaire. The experiment were conducted with two groups of twenty (20) students of the third year level, and both of them took the same writing task in the pre-test and post-test. The first group which the experimental group received a treatment of four (4) weeks using portfolio assessment while the second group which is the control group did not. Then, the questionnaire was distributed to the secondary school teachers at El-Tarf. Only twenty nine (29) teachers responded to the questionnaire. The results obtained confirmed both of the hypotheses. The experiment proved that the portfolio assessment technique is very effective in improving the EFL students' writing on many levels: organization, form, content, spelling and grammar.The questionnaire showed that almost all the teachers give the writing skill a greater concern than the other skills: listening, reading and speaking skill in the EFL classrooms and the enhancement of the portfolio assessment technique of this skill. As a deduction, teachers can use this technique to help their students achieve a high level in writing.Item Investigating the relationship between EFL learners’ attitudes towards oral corrective feedback and their motivation to speak(Oum-El-Bouaghi, 2020) Bouaziz, Rania; Bechoua, SorayaSpeaking English is doubtless essential nowadays since it is a globally recognized language in almost all fields. Thus, if we want EFL learners to be fluent and good at speaking, we should first motivate them, and we believe that students will be motivated to speak through interaction; so, we focused on the oral corrective feedback. Several researchers suggested many variables that can be a potential solution to the issue at hand. This research sheds the light on oral corrective feedback (OCF) as a form of classroom interaction and investigates its relationship with the learners' motivation to speak. To this end, a correlational design was employed to examine our research hypothesis, which claims that there is a positive relationship between learners' attitudes towards oral corrective feedback and their motivation to speak. The sample of the study consists of 50 students at their second year, from the department of English at Larbi Ben M'hidi University. An Attitude Questionnaire and an Attitude/Motivation Test Battery (AMTB) were administered to the subjects being targeted. After gathering the data, SPSS was used as software to analyze them. The results reveal that there is a weak positive relationship between learners' attitudes towards oral corrective feedback and their motivation to speak. By way of explanation, when teachers give their feedback, students will be motivated to speak. Therefore, the first research hypothesis was confirmed. The two other research hypotheses were not approved. The research ends up with some pedagogical implications for EFL learners and teachers to flourish and evolve in their learning /teaching process, as well as pointing out the limitations encountered during the completion of this work.Item The effect of explicit teaching of collocations on students’ writing achievement(university of Oum- El- Bouaghi, 2017) Benayad, Kamilya; Bechoua, SorayaThe purpose of the present study is to investigate the role of explicit teaching of collocations in raising foreign language writing achievement. Students of English as a Foreign Language are facing a variety of problems that make their writing not proficient. One major problem is the lack of appropriate vocabulary which could be related to the ignorance of collocations. Thus, we hypothesize that a correlation may exist between explicit teaching of collocations and writing proficiency. To prove this hypothesis, an experimental study has been conducted. Two groups have constituted our sample: an experimental group and a control group. A pre-test has been administered to examine students' use of collocations through paragraph writing in form of a letter. The results of the pre-test have shown a limited knowledge of collocations. An experiment has been conducted to raise students' writing proficiency by developing their collocational competence mainly through an explicit teaching of collocations. The Pearson Correlation Coefficient Test has been administered by assessing students' writing of the first examination paragraphs. The results of the post-test have confirmed our hypothesis that a strong linear correlation exists between writing proficiency and teaching collocations. Thus, we recommend the adaptation of a Communicative-Collocational Approach to teaching writing which entails teaching writing through a communicative approach by developing students' collocational competence.Item The effect of explicit teaching of collocations on students’ writing achievement(university of Oum- El- Bouaghi, 2017) Benayad, Kamilya; Bechoua, SorayaThe purpose of the present study is to investigate the role of explicit teaching of collocations in raising foreign language writing achievement. Students of English as a Foreign Language are facing a variety of problems that make their writing not proficient. One major problem is the lack of appropriate vocabulary which could be related to the ignorance of collocations. Thus, we hypothesize that a correlation may exist between explicit teaching of collocations and writing proficiency. To prove this hypothesis, an experimental study has been conducted. Two groups have constituted our sample: an experimental group and a control group. A pre-test has been administered to examine students' use of collocations through paragraph writing in form of a letter. The results of the pre-test have shown a limited knowledge of collocations. An experiment has been conducted to raise students' writing proficiency by developing their collocational competence mainly through an explicit teaching of collocations. The Pearson Correlation Coefficient Test has been administered by assessing students' writing of the first examination paragraphs. The results of the post-test have confirmed our hypothesis that a strong linear correlation exists between writing proficiency and teaching collocations. Thus, we recommend the adaptation of a Communicative-Collocational Approach to teaching writing which entails teaching writing through a communicative approach by developing students' collocational competence.Item The Effect of social factors on students learning foreign languages(university of Oum-El-Bouaghi, 2015) Moudjari, Ghania; Bechoua, SorayaThe present research tackles the issue of the role of the social factors in learning a foreign language, the case of english. More precisely , it seeks to inspect the teachers' and learners' views about the effect of those factors , among which is home and financial status.For this sake, the research follows a descriptive method where two questionnaires are directed to both english teachers and third year LMD students.The findings of the questionnaires have revealed a connection between the social factors and the students' achievement in english learning in the sense that the parent's education and supports toward their children has an effect on their results. Hence the present study suggests a number of pedagogical implications and recommendations for both teachers and students about the role and the influence of social factors on EFL students ,for better achievement in the future .