Browsing by Author "Bouaziz, Soumia"

Now showing 1 - 20 of 32
  • No Thumbnail Available
    Item
    Assessing english as a foreign language learners’ writing metacognitive awareness
    (Oum-El-Bouaghi, 2020) Zerzour, Adel; Bouaziz, Soumia
    In learning, we all seek to explore the best ways, foresee the possible mistakes, and reach accurate results in thought production and problem solving, especially when dealing with foreign languages. Among the four English language skills, writing is considered to be the most difficult and complex one as it involves activating a complex set of materials. A successful accomplishment of such skill may be assured with some mental strategies in which students can improve their performance in writing through generating ideas, structuring essays, drafting, writing and editing. In regard to this issue, our study aims at reporting English as a foreign language students’ writing metacognitive awareness. For fulfilling the purpose of this descriptive study, we administered a metacognitive awareness writing questionnaire (MAWQ) to 60 second year English as a foreign language students at Larbi Ben M’Hidi University to find out how our students are metacognitively aware of their writing process. The data gathered from MAWQ questionnaire revealed that more than half of second year students are aware of the writing strategies. Conversely, our students lack knowledge of metacognition and its strategies application in the act of writing. Therefore, our study emphasizes on rising students’ metacognitive awareness, especially in the act of writing.
  • No Thumbnail Available
    Item
    Evaluating the reading tasks in the Algerian EFL textbook of the fourth year middle school my book of english
    (University of Oum El Bouaghi, 2023) Derbal, Douaa Chemes Edouha; Alik, Chaima; Bouaziz, Soumia
    This research attempts to evaluate the Algerian fourth-year middle school English as a foreign language textbook, "My Book of English", which was introduced in 2019 by the Ministry of Education. The study is a textbook evaluation in terms of reading tasks and activities which are important in mastering a foreign language. The primary objective of the evaluation is to identify the efficacy of the reading tasks contained within the second-generation middle school textbook. Additionally, the study seeks to explore teachers' perspectives on the suitability of those tasks and their presentation in the textbook. To conduct the research, a mixed method was used. Qualitatively, a checklist was adapted from different proposed checklists of three different researchers to suit the aims of the research. Quantitatively, a questionnaire was addressed to fourth-year middle school teachers of English who are using the textbook as a teaching material. The sample of the study consists of twelve teachers of English at six separate middle schools who were randomly selected. The data are analyzed according to the qualitative and quantitative Content Analysis (QCA) and Statistical Package for the Social Sciences (SPSS). The results of both the checklist and the questionnaire revealed that the reading tasks presented in the textbook align with the learners' learning needs. Moreover, the activities and the reading selections are presented in meaningful contexts and gradually progress from the simple to the more complex with an orderly and consistent distribution among the sequences.
  • No Thumbnail Available
    Item
    Exploring EFL learners’ use of writing strategies in essays
    (Université Oum El Bouaghi, 2021) Rezzoug, Mohamed Tayeb Aimene; Bouaziz, Soumia
    It is commonly known that writing in a foreign language is one of the most difficult and sophisticated tasks that encounter language learners. In order to master such a complicated skill, students' writing needs to be guided by a set of strategies which enables them to write structured academic essays. Those strategies are embedded in the four writing stages: pre-writing, drafting, revising and editing. In other words, a successful accomplishment of such skill must be assured with some strategies through which students can improve their performance in writing. For fulfilling the purpose of this study, we opted for a descriptive approach. To gather data, we administered a questionnaire to 88 second year English as a foreign language students at Larbi Ben M'Hidi university to explore their use of writing strategies in essays. The data gathered from the questionnaire revealed that the majority of students go through drafting and revising. However, more than the half of students are unaware of the significant role of pre-writing and editing. Therefore, our study uncovers the recurrence of writing strategies within students' essays and rises their awareness of the importance of such strategies.
  • No Thumbnail Available
    Item
    Investigating EFL students' problems in using coherent and cohesive devices in academic writing from a discourse analysis perspective
    (university of Oum- El- Bouaghi, 2017) Aguieb, Farouk; Bouaziz, Soumia
    This Study aims at investigating students' problems in using coherent and cohesive devices from discourse analysis perspective. The corpus consists of 23 argumentative essays that were analyzed on the basis of Halliday and Hassan (1976) cohesion framework. The corpus was evaluated manually by undertaking two main steps. Firstly, all the types and the subtypes of both grammatical and lexical cohesive devices are calculated. Secondly, there was focus on the appropriate and inappropriate use of the cohesive ties employed by the students. The data obtained shows that the students used all the types of the grammatical and lexical cohesive devices along with their subtypes. The students relied heavily on the grammatical cohesive devices (GCDs) by employing 1003 items, regardless of the significant difference between the frequencies of its subtypes. They used referential items 56%, tailed by conjunctive ties 35%, while substitutional and elliptical ones stand for 6% and 3%. On the other hand, lexical cohesive devices (LCDs) were employed 341 times. Reiteration items represent 94%, whereas collocation exemplifies only 6% from the total use of the LCDs. The outcomes of the analysis also showed the problems that the students encountered; they were mostly misuse, overuse and ambiguity.
  • No Thumbnail Available
    Item
    Investigating EFL students’ and teachers’ attitudes towards the use of authentic materials in EFL the listening classrooms
    (university of Oum- El- Bouaghi, 2017) Allag, Besma; Bouaziz, Soumia
    The notion of integrating authentic materials in language teaching is supported by many scholars and professionals in the field of language pedagogy. In essence, the present investigation aims at highlighting EFL teachers' and students' attitudes toward the use of authentic materials to teach the students' listening skill. To fulfill this aim, a descriptive method was undertaken and data were gathered through two questionnaires administered to 30 third year LMD students and 10 teachers of Oral Expression at Larbi Ben M'Hidi University. The questionnaires were analyzed in terms of frequency and percentage by means of the statistical package SPSS. The results indicate that both teachers of Oral Expression and students hold a positive attitude toward presenting authentic materials in the classroom as a strategy to enhance students' listening skill. Furthermore, the use of authentic materials encourages students to improve their listening skill, build self-confidence and sustain motivation. On account of these findings, a number of pedagogical implications are given to teachers, students and course designers in addition to some limitation.
  • No Thumbnail Available
    Item
    Investigating EFL teachers’ and students’ attitudes towards the effect of note-taking on vocabulary learning
    (university of Oum El Bouaghi, 2016) Bendehane, El Yamena Nour El Iymen; Bouaziz, Soumia
    The Current study aims at knowing EFL teachers' and students' attitudes towards the effect of note-taking on vocabulary learning. Accordingly, it is hypothesized that both EFL instructors and learners will perceive positively the effect of note-taking on vocabulary acquisition. Hence, to reach the aim and test the hypotheses of this research, two questionnaires were administered to both teachers and first year master students of the english department at Oum-El-Bouaghi university during the academic year 2015-2016. After analyzing their responses, the research hypotheses were confirmed. Furthermore, some recommendations were put forward on the basis of the findings to draw both instructors' and learners' attention to the role of note-taking as a very useful learning tool as well as the importance of vocabulary in learning a foreign language.
  • No Thumbnail Available
    Item
    Investigating learners’ attitudes towards using contextual clues in guessing foreign language words’ meaning
    (University of Oum El Bouaghi, 2018) Khanfar, Rachda; Bouaziz, Soumia
    Vocabulary is one of the most tricky and complex aspect to foreign language learners. It is a difficult aspect that requires great efforts from students and needs specific strategies that can be provided by teachers to achieve an acceptable level of vocabulary learning. However, students in the English department seem to skip new words or over-rely on the dictionary when encountering them in a reading passage. In addition, teachers do not always attempt to raise students' awareness to use the appropriate strategies. Among these strategies, context clues can guide learners to find out the meaning of unfamiliar words. On this basis, the present study aims at investigating the learners' attitudes towards using context clues to help them in guessing words' meaning. The study has adopted a questionnaire for learners to collect the necessary data required for answering a number of issues. After the analysis of the data, the results come to confirm hypothesis that the use/ practice of words clues as a strategy, has a significant effect on learners' acquisition of vocabulary. This strategy help in making learners understand effectively the meaning of unfamiliar words. Therefore, teachers are urged to definitely adopt this pedagogical strategy.
  • No Thumbnail Available
    Item
    Investigating teachers' and pupils' attitudes about the role of secondary school course book texts in developing EFL learners' vocabulary knowledge
    (university of Oum-El-Bouaghi, 2014) Bouzid, Imene; Bouaziz, Soumia
    Vocabulary learning is very important in learning the second language, it is considered as the body that makes up a language. It allows us to say what we mean and use the language effectively. However, pupils find difficulties when they come to express themselves. Hence, teachers adapt and adopt different methods and techniques that help the pupils to enlarge their vocabulary knowledge. The present study aims at describing and investigating the role of secondary school course book texts in developing learners' vocabulary knowledge. In order to check this correlation, we have hypothesized that textbook New Prospects would be considered as a significant tool for acquiring english language vocabulary. This study is composed of two questionnaires, one of them was handed to twenty (20) teachers from four (4) secondary schools, which are: Zinai el Hadje Bellkasem, Asma Bint Abi Baker el Saddik, Lakhder Boukaffa, and Brakniya in order to identify their insights about the techniques used in teaching vocabulary as well as their attitudes towards the effects of course book texts on vocabulary development, while the other questionnaire was distributed to thirty (30) third year of foreign languages pupils from two secondary schools Zinai el Hadj Bellkasem and Asma Bint Abi Baker Essadik in Ain Beida in order to examine their attitudes about the role of course book texts in increasing pupils' vocabulary knowledge. The discussion of the results validated the stated hypothesis that using course book texts develop learners' vocabulary knowledge.
  • No Thumbnail Available
    Item
    Investigating teachers' and students' attitudes about the role of extensive reading in improving EFL students'oral reading fluency
    (university of Oum-El-Bouaghi, 2014) Hadjeb, Manal; Bouaziz, Soumia
    This study is an attempt to identify the role of extensive reading in improving english language students' oral reading fluency. It is mainly concerned with the use of extensive reading in order to increase and enhance english students' oral fluency while reading since they defect the absence of reading extensively outside the classroom in order to achieve the characteristics of good fluent readers and understand contexts of the target language. For fulfilling the purpose of this study a descriptive method was conducted. The data is gathered through self completion questionnaires administered to forty five first year LMD students and to fifteen teachers who have been teaching them at the department of english at the university of Larbi Ben M'Hidi, Oum-El-Bouaghi. The obtained results indicate that extensive reading can have a significant role in improving students' oral fluency. These positive results confirm our hypothesis in that foreign language learners need to use extensive reading in order to develop their oral reading fluency, have the ability to build a strong vocabulary, and understand texts easily.
  • No Thumbnail Available
    Item
    Investigating teachers' students' attitudes twowards the use of praise in enhancing EFL students' oral fluency
    (university of Oum-El-Bouaghi, 2015) Demmene Debbih, Nzzim; Bouaziz, Soumia
    Students of english suffer from a real problem which is the inability to speak fluently. That was the reason that led teachers to look for an effective strategy to be used in their classrooms in order to motivate their students and help them improve their oral fluency. This research work sheds light on one strategy that is proved to be effective in raising motivation that is the praise strategy. It aims at investigating teachers' and students' attitudes towards the use of praise in the english language classrooms and seeing whether praise has any significant impact on promoting students' oral fluency at Larbi Ben M'Hidi university, department of english. Forty (40) third year LMD students and twenty (20) teachers at the english department were chosen to participate in this work. The students were randomly chosen from a population that consisted of third year english LMD students of the academic year 2014-2015. To collect data for analysis, two questionnaires were distributed for both teachers and students. The results of the present study show that the praise strategy with its types is a useful, helpful and effective strategy that raises students' self confidence and self esteem, reduces their fears, and motivates them to speak fluently.
  • No Thumbnail Available
    Item
    Investigating teachers’ attitudes towards the role of KWL strategy in enhancing EFL learners’ reading comprehension
    (Oum-El-Bouaghi, 2020) Kadem, Ranya; Bouaziz, Soumia
    Comprehension plays a key role in reading. Several studies about reading show the importance of being able to read as well as making sense of what is being read. The latter is one of the greatest challenges that face English as a foreign language learners. Thus, different strategies and techniques were set in order to see the most suitable one to solve this issue. The principal objective of this dissertation was to investigate teachers' attitudes towards the role of the Know-Want to Know-Learned (KWL) strategy in enhancing English as a foreign language learners' reading comprehension. In order to achieve the aim of this descriptive study, a questionnaire was designed to collect the data. This study included 20 teachers of English at Larbi Ben M'Hidi University, Oum El Bouaghi, who received the questionnaire electronically. The findings of this study indicated that the Know-Want to Know-Learned (KWL) strategy was very helpful, useful, and effective in enhancing and improving student' understanding of the printed materials compared with the traditional way of teaching. Therefore, this dissertation strongly suggests the use of the Know-Want to Know-Learned (KWL) strategy in teaching reading to reach the needed comprehension as well as its implementation in other subjects to come into more fruitful results.
  • No Thumbnail Available
    Item
    Investigating the importance of cooperative language learning on developing EFL learner's oral fluency
    (university of Oum-El-Bouaghi, 2014) Tamrabet, Hayat; Bouaziz, Soumia
    Speaking is considered as the most important skill that students need to master since the main aim behind learning a foreign language is to speak it fluently; however, most of them are considered as none fluent speakers since they still hesitate, pause for a long time, and their speech is characterized by redundancy. The present study aims at identifying both students' and teachers' perceptions of cooperative Language learning. This study aims also at determining the role of this strategy in enhancing the students' oral fluency. The basic hypothesis adopted in this study sets out that students' oral fluency would be developed through the application of cooperative learning. In order to verify the validity of the stated hypothesis, a descriptive method was applied in which two main questionnaires have been designed. So? the data were gathered from a questionnaire administered to seventy (70) third year LMD students of english department. The participants were randomly chosen in the second semester of the academic year 2013/ 2014 at Larbi Ben M'Hidi university, Oum-El-Bouaghi. Moreover, the data were gathered from another questionnaire administered to twenty three (23) teachers who have the experience of teaching to get valid information. On the basis of data gathered from both questionnaires, the stated hypothesis is confirmed. That is to say cooperative language learning has a positive influence and therefore a crucial role in enhancing students' oral fluency.
  • No Thumbnail Available
    Item
    Investigating the importance of cooperative language learning on developing EFL learner's oral fluency
    (university of Oum-El-Bouaghi, 2014) Tamrabet, Hayat; Bouaziz, Soumia
    Speaking is considered as the most important skill that students need to master since the main aim behind learning a foreign language is to speak it fluently; however, most of them are considered as none fluent speakers since they still hesitate, pause for a long time, and their speech is characterized by redundancy. The present study aims at identifying both students' and teachers' perceptions of cooperative Language learning. This study aims also at determining the role of this strategy in enhancing the students' oral fluency. The basic hypothesis adopted in this study sets out that students' oral fluency would be developed through the application of cooperative learning. In order to verify the validity of the stated hypothesis, a descriptive method was applied in which two main questionnaires have been designed. So? the data were gathered from a questionnaire administered to seventy (70) third year LMD students of english department. The participants were randomly chosen in the second semester of the academic year 2013/ 2014 at Larbi Ben M'Hidi university, Oum-El-Bouaghi. Moreover, the data were gathered from another questionnaire administered to twenty three (23) teachers who have the experience of teaching to get valid information. On the basis of data gathered from both questionnaires, the stated hypothesis is confirmed. That is to say cooperative language learning has a positive influence and therefore a crucial role in enhancing students' oral fluency.
  • No Thumbnail Available
    Item
    Investigating the main psychological factors affecting learners’ speaking performance
    (University of Oum El Bouaghi, 2024) Hacil, Fida; Bouaziz, Soumia
    Foreign language learners face challenges in speaking English fluently in classroom discussions or role-plays due to the complexity of the speaking skill and the effect of the psychological factors. This study aimed to identify the main psychological factors that influence third-year English language students’ oral performance in speaking English. The study hypothesized that learners’ poor speaking performance is due to some psychological factors, namely anxiety, shyness, self-esteem and lack of motivation. A questionnaire and interview were used to collect data from 80 third-year EFL students and an oral expression teacher, respectively. The results showed that most students exhibited high anxiety and shyness, and low motivation and self-esteem. The study suggested strategies to create a better environment, motivate learners, raise self-esteem, and encourage language practice both inside and outside the classroom for better results in the future.
  • No Thumbnail Available
    Item
    Investigating the role of focused written feedback in enhancing EFL student's accurate use of prepositions(on,at,and in)
    (university of Oum-El-Bouaghi, 2015) Ghennam, Hamida; Bouaziz, Soumia
    The issue of error analysis is one of the major areas of investigation in recent years. Grammatical items are one area that grabs researchers' attention; meanwhile they vary from one language to another. Consequently, those items arise many challenges during the learning and teaching processes. The current study is an attempt to investigate whether focused written corrective feedback has any role in enhancing the students' accurate use of the targeted prepositions (on, at, and in) with the case of third year level students at Larbi Ben M'Hidi university, Oum-El-Bouaghi. In order to fulfill the aim of this study, a quasi-experimental study was carried out with an experimental and a control group which were randomly selected. Subjects of both groups were pre-tested where they are supposed to write compositions. Then, the focused written corrective feedback was provided to the experimental group during the treatment period while subjects of the control group did not receive any focused written corrective feedback. After that, a post-test the same as the pre-test was carried out. Essentially, the result of the experiment indicated that the scores of the experimental group were significantly higher than those of the control group. Finally, it was concluded that the independent variable which is the focused written corrective feedback has a significant role in enhancing the students' accurate use of the targeted prepositions.
  • No Thumbnail Available
    Item
    Investigation teachers' and students' perceptions of impementing self-regulated learning strategies to improve efl learners' writing performance
    (university of Oum-El-Bouaghi, 2014) Benmakhlouf, Asma; Bouaziz, Soumia
    Writing effectively and accurately is not an easy task for students to deal with since it requires the students to be aware of all the aspects which contribute in helping tudents produce well-organized and effective texts. The aim of this study is to investigate teachers' and students' percep In this research, adescriptive method was applied in which two questionnaires have been used. The first one was given to second year LMD students at Larbi Ben M'Hidi university. The second questionnaire was Writing is a critical and a challenging task especially for foreign language learners. given to teachers of english as a foreign language at the same university. On the basis of the data gathered from both questionnaires, the results have shown that students make use of only two strategies which are setting goal and revision strategies, but they do not use all the strategies. However, teachers' results have demonstrated that they are aware of the effectiveness of implementing self-regulated learning strategies in enhancing foreign language learners' writing performance. Therefore, our first hypothesis has been partly confirmed. While, our second hypothesis has been rejected.
  • No Thumbnail Available
    Item
    Investigeting the effect of resourcing and inferencing on improving pupils' reading comprehension
    (university of Oum El Bouaghi, 2016) Ayou, Sihem; Bouaziz, Soumia
    Reading is considered as a complex process. It invokes both the second language readers' language and cognitive abilities. The main goal of reading is the ability to extract meaning from the text. Yet, many students struggle with comprehending what they read. In this regard, the present study aims at investigating the effect of using two reading strategies, namely, inferencing and resourcing on improving pupils' reading comprehension. On these bases, we hypothesized that using resourcing and inferencing in class would improve pupils' reading comprehension. To fulfill the purpose of the study and to check the validity of the hypotheses and answer the research question an experimental design was adopted. The experiment ran through four treatment sessions preceded and followed, respectively, by a pre-test and a post-test. Forty-four (44) Berkani Ali middle school pupils, aged between 14 and 16, were selected from a total of 106 pupils and were divided into two groups to represent sample. The participants in the experimental group were exposed to inferencing and resourcing while the control group was not. The Independent Samples t Test and the paired t test were used to analyze the collected data statistically. The results obtained from the experiment confirmed the hypothesis and showed that the use of inferencing and resourcing while reading brought about positive outcomes in terms of learners' reading comprehension. Based on the results obtained, some pedagogical implications have been proposed.
  • No Thumbnail Available
    Item
    Teacher's and student's toward the effect of extensive reading of enhancing EFL learner's vocabulary knowledge
    (university of Oum-El-Bouaghi, 2015) Aisaoui, Saida; Bouaziz, Soumia
    Othesis, in the sense that, they agree that reading extensively promotes vocabulary knowle dge.The present study is carried out to investigate both teachers' and students' attitudes concerning the role of extensive reading (ER) in developing english as a foreign language learners' (EFL) vocabulary knowledge. It has been noticed that EFL learners are facing many difficulties through the process of mastering any foreign language (FL). One of them is the lack of sufficient vocabulary. In order to collect data about our study, two questionnaires have been designed. The first vocabulary knowledge one is administered to 22 teachers and the second one is administered to 63 students (first year master students of anglo amerian Studies, AAS) at Larbi Ben M'Hidi university. We hypothesized that both teachers and students have positive atittudes towards the effectiveness of ER in enhancing learners' vocabulary knowledge. In fact, the results obtained from both teachers' and students' questionnaires confirmed our hyp.
  • No Thumbnail Available
    Item
    Teachers' and students' attitudes towards the effect of referential questions on EFL classroom interaction
    (university of Oum-El-Bouaghi, 2016) Khadraoui, Hanane; Bouaziz, Soumia
    This research aims at investigating english as a foreign language teachers' and students' attitudes towards the effect of referential questions on classroom interaction. The hypothesis adopted in this study sets out that both teachers and students will have positive attitudes towards referential questions as a way to increase classroom interaction. To reach the aim, the study follows the descriptive method and the data was gathered by designing two questionnaires addressed to teachers and third year LMD students of the english department at Larbi Ben M'Hidi university. The analysis of the questionnaires showed that both teachers and students are aware of the importance of classroom interaction. The latter is increased when referential questions are asked. It is also found that referential questions facilitate students' participation and learning. In the light of these results, the earlier stated hypothesis was successfully confirmed in that english as a foreign language teachers and students have positive attitudes towards the effect of referential questions on classroom interaction.
  • No Thumbnail Available
    Item
    Teachers' and students' attitudes towards the use of rewards to promote EFL students' oral fluency
    (université Oum-El-Bouaghi, 2014) Fadel, Imen; Bouaziz, Soumia
    Students ofenglish suffer from a real problem which is lack of motivation that is an important factor in the learning process. That's why teachers are always searching for an effective strategy to be used in their EFL classrooms in order to motivate their students and help them to develop their oral fluency. This dissertation shed light on one strategy that is proved to be effective in raising motivation that is the reward strategy that is originated from the theory of the behaviourists. The dissertation contains two main chapters aimed at investigating teachers' and students' attitudes towards the use of rewards in the english as a foreign language classrooms and seeing whether or not rewards have any significant impact on promoting EFL students' oral fluency at Larbi Ben M'Hidi university, department of english. Seventy (70) third year LMD students and twenty (20) teachers at the english department were chosen to participate in this work. The students were randomly chosen from third year english LMD students of the academic year 2013-2014. To answer the questions of the study that ask about whether or not rewards have any significant effect on promoting EFL students' oral fluency and about the most helpful type of reward, two questionnaires were distributed for both teachers and students. The results of the present study show that the reward strategy with its two types tangible and verbal is a very useful, helpful and effective strategy that raises students' self confidence and self esteem, reduces their fears and motivates them to speak fluently especially when it is verbally administered.