Browsing by Author "Benyahia, Amel"

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    A corpus based study of the use of adverbs in EFL learners’ writings investigating problems and suggesting Solutions
    (University Of Oum El Bouaghi, 2019) Hacini, Hania; Loucif, Salima; Benyahia, Amel
    This study investigates the use of adverbs by second year EFL students at the department of English, Larbi Ben Mhidi University-OEB. The main tool of investigation consisted of a corpus analysis including thirty exam papers of 'written expression' and 'linguistics' modules. The papers were selected randomly from three groups of second-year. Relying on Biber's (1999) classifications of adverbs, data was analyzed manually in terms of frequency, variety, and problems concerning adverbs' use. The results revealed that second-year students used a considerable amount of adverbs in their written output in both modules. In addition, they tend to employ various types of adverbs. However, it was noticed that they still have difficulty in using them appropriately. It is suggested that explicit and systematic instruction on adverbs' accurate use is required.
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    Students' anxiety in the preparation of their dissertation
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Taghribet, Brahim; Benyahia, Amel
    The present study is designed to investigate the problem of anxiety and its negative impact on students' performance during the dissertation writing process. The main purpose of this study is to shed light on the issue of anxiety that EFL master two students suffer from during the preparation of their dissertation. Moreover, it explains the main factors that cause a feeling of anxiety. Also, it aims at investigating the impact of anxiety on students' achievement, and to find out the strategies, and the solutions, which may help reduce or overcome students' anxiety during their research process. In order to achieve these objectives, this study depends on two research instruments for collecting the required data which are; The questionnaire which was administered to fifty (50) EFL Master two students at the department of English at Larbi Ben M'hidi University, and the second instrument is; an interview conducted with ten (10) LMD teachers at the same department. The gathered data was analyzed through the quantitative and the qualitative methods. The research results revealed that most EFL master two students experience a certain level of anxiety. In the same Vein, there are many causes behind students' anxiety while preparing their dissertation such as: Lack of knowledge, lack of self-confidence, fear of failure, and restricted time. These factors lead to a poor achievement in the students' final project. Finally, the present study concludes with some strategies, and recommendations for both EFL Master two students, and their teachers. Hopefully, our suggestions would contribute in minimizing the issue of anxiety, and help the students complete their dissertations successfully.
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    The Importance of guided writing technique to enhance students' writing skill
    (Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Medfouni, Khaoula; Benyahia, Amel; Ounis, Amira
    The present study aims at investigating the importance of the guided writing technique in improving Second year secondary school learners 'writing skill. It is hypothesized that the implementation of this technique would help develop the learners' writing. In order to test this hypothesis, data was gathered from forty second year pupils at Hammadi Mnasria "Constantine" and Botaba Bachir Oum El-Bouaghi" high schools. Subjects were divided into two groups. The experimental group consisting of twenty pupils received an explicit instruction on guided writing whereas students in the control group received no treatment. After they had gone under a pretest to check their starting level in writing; a post test was administered at the end of the experiment to track any significant improvement. The findings showed that the incorporation of guided writing technique has improved the participants' writing performance, and thus the hypothesis was confirmed. Finally, the limitations encountered and the pedagogical implications of the study were highlighted