Browsing by Author "Bouchene, Siham"

Now showing 1 - 9 of 9
  • No Thumbnail Available
    Item
    A Comparative study on the varied usage of feedback among male and female EFL teachers
    (University of Oum El Bouaghi, 2024) Merrakchi, Asma; Bouchene, Siham
    This study examines the complex interactions of giving feedback in English as a Foreign Language (EFL) classrooms, with a particular emphasis on the impact of teacher gender. Utilizing a qualitative research methodology, the study is based on the belief that gender has a major influence on molding teaching methods, communication behaviors, and classroom dynamics. By observing and audio recording classes, and using student feedback forms, the research aims to understand how male and female teachers give feedback and to explore any differences and their impact on student participation and academic success. Results show different trends, as male educators give precise, thorough comments whereas female educators use a caring, individualized method. Moreover, even though male and female teachers both promote collaborative learning settings, female educators tend to use peer feedback activities less often. Students have different opinions on how effective feedback is but tend to rate female teachers slightly higher. These results highlight the significance of using feedback approaches that consider gender to create inclusive and collaborative learning environments in EFL education, providing valuable insights for improving teacher training and instructional practices.
  • No Thumbnail Available
    Item
    Conducting research ,supervisors VS supervisees perceptions
    (University of Oum El Bouaghi, 2023) Sahrane, Sabrine; Bouchene, Siham
    Conducting research is a crucial task for the completion of any degree. For its importance, two parties, a supervisor and a supervisee, are assigned specific roles to attain to in order to accomplish it. While on the task, it is evident that both supervisors and supervisees face a set of difficulties and limitations. Therefore, the present study seeks to shed light on the difficulties English graduate students at Larbi Ben M'hidi University in the academic years 2020-2021 and 2021-2022 face as researchers writing their master's dissertations, alongside the challenges teachers confront in their roles as supervisors. To carry out this research, a mixed-methods approach is relied on to collect the necessary data and test the hypothesis that supervisors and students encounter challenges while conducting a research, then offer suggestions for overcoming those challenges. Hence, a quantitative questionnaire is submitted to graduates in order to gain insight into the difficulties they face. In addition, structured interviews are undertaken with teachers who are supposedly experienced in supervising master's dissertations. Accordingly, in the light of outcomes obtained, students deal with a variety of difficulties when it comes to academic writing, supervisor-related issues, and personal issues. They also struggle with the lack of time and resources which affect the process of writing a dissertation. Surprisingly, teachers also experience a variety of obstacles when supervising master students, including issues with language, critical thinking, and the overall relationship with the supervisee. Therefore, Both teachers and graduates propose a number of methods that they believe to be appropriate and effective for resolving these issues and establishing a positive supervisory relationship in order to conclude the research successfully.
  • No Thumbnail Available
    Item
    E-learning in the algerian universities during covid-19 pandemic
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2021) Bouhezam, Rima; Bouchene, Siham
    This study investigates teachers' and students' opinions about the E-learning use in the Algerian universities and the only accreditation on the Moodle platform as a main electronic teaching system to finish the academic year. The target sample of this study is 14 permanent teachers, 169 student (121 students from Larbi Ben M'hidi University Oum El Bouaghi and 48 from different Algerian universities). To collect data, three questionnaires were used, one for each category. The results show that most students (76%) think that the e-learning was NOT appropriately used during the global pandemic and (59.5%) of the students said that it is not restricted to the mere use of Moodle platform. The results also show that teachers stated that they did not receive any pre-training to use e-learning (78% of them did). To conclude with, it can be said that the first hypothesis of this study, which is e-learning was not appropriately used in the Algerian universities because neither teachers nor students were trained to use its techniques, is confirmed. The second hypothesis (both teachers and students believe that e-learning is not restricted to the mere use of Moodle platform) was also confirmed in the sense that 64% of students and 83% of teachers approved it.
  • No Thumbnail Available
    Item
    Exploring the teaching strategies utilized by EFL teachers to develop university students’ higher-order thinking skills
    (University of Oum El Bouaghi, 2024) Zerniz, Roufeida; Boudriaa, Dorsaf Nora; Bouchene, Siham
    While the 21st century offers opportunities to create borderless experiences of learning and working with people across the globe, it suggests skills that students critically need to succeed in facing the increasingly interconnected and complex world. Integrating those skills into the curriculum has been the strategic action taken by most countries worldwide. In this learning model, students are engaged in higher-order thinking skills that involve analyzing, evaluating, and creating. The research aims to explore the teaching strategies EFL teachers utilize to cultivate university students’ higher-order thinking skills (HOTS) and address teachers' perceptions of, and attitudes towards HOTS. This study adopts a qualitative approach. The primary data collection techniques employed are classroom observation and semi-structured interviews. The interview was conducted with five EFL teachers to gain insights into how familiar they are with the concept of HOTS and their perspectives, experiences, and practices about HOTS development. Additionally, classroom observation was conducted to observe the teaching practices of the selected teachers. The observation focuses on identifying whether and how the teachers employ teaching strategies that promote HOTS among students. The study's findings indicate a notable level of awareness among teachers regarding HOTS. Teachers demonstrate the implementation of teaching strategies aimed at fostering students' HOTS. However, they are unaware that these strategies are directly linked to HOTS and contribute significantly to its growth. To conclude, the importance of raising awareness about the development of HOTS is signaled and the benefits of integrating HOTS development into teaching practices is highly recommended.
  • No Thumbnail Available
    Item
    Feedback and assessment in the algérian primary school EFL class
    (University of Oum-El-Bouaghi, 2024) Merah, Belkis; Belaidi, Roumaissa; Bouchene, Siham
    Algéria shifted to this language as a second foreign language alongside French which was already taught and it started to teach it even in primary schools in the academic year of 2022. Young learners require specific guidance in their language acquisition process. Therefore, teachers’ feedback and assessment strategies are crucial componentsand cornerstones in shaping a positive and effective educational journey for those young learners.This study aims to excavate the assessment and feedback used by EFL teachers in this context, emphasizing the importance of teachers’ awareness and competencies in managing the dual-language challenge to enhance student learning outcomes. To conduct this study a qualitative expository method was applied in which an observation was made in four primary schools with four teachers and a questionnaire was given to them after assisting twenty sessions and making observation the questionnaire was based on the results of the observation that was explored. Based on the data gathered teachers were using both feedback and assessment without a conscious awareness of their significance, the results showed that teachers were familiar with these concepts but without a detailed comprehension, but teachers still using it and trying to improve the pupils’ level of understanding aiming for better results through identifying areas for improvement and raising awareness among teachers especially because teachers in this context are considered novice and inexperienced. For that reason, providing them with feedback and assessment strategies may give positive outcomes.
  • No Thumbnail Available
    Item
    Investigating teachers’ and learners’ attitudes towards the affectiveness and the applicability of autonomous learning in Larbi Ben M’hidi university
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Hamdouche, Rimeh; Barbache, Lynda; Bouchene, Siham
    Decades of research have focused on learner autonomy and its impact on the teaching \ learning process. Some studies confirm that students have a sense of responsibility concerning their learning, while others showed the opposite. The present research is concerned with showing to what extent autonomous learning is important in the Algerian context in general and in Larbi Ben M'hidi University in particular. It is an attempt to figure out if students are ready to direct their learning and whether teachers have effective strategies in order to help their students develop their autonomy. In order to reach these objectives, two questionnaires were administrated to both teachers and learners. The finding have revealed that teachers see their students as non-autonomous learners because they don't have a sense of responsibility towards their learning. On the other hand, teachers have a great role in making the applicability of this autonomy possible through the use of many strategies which are helpful for students to be autonomous learners. Concerning the students who have responded to the questionnaire, they have positive attitudes towards learner's autonomy. They see themeslves ready to be selfdirected learners as they have the ability to handle their learning process. Consequently, it is recommended that learner autonomy should be given more attention by all the Algerian universities as it is a basic goal in almost all foreign universities.
  • No Thumbnail Available
    Item
    Investigating the Influence of peer feedback on the use of lexical cohesive devices in algérian EFL students' paragraph writing
    (University of Oum El Bouaghi, 2024) Saouli, Rayane; Lekbir, Malak; Bouchene, Siham
    Writing a coherent and cohesive paragraph is a fundamental skill that requires the adept use of lexical cohesive devices (LCDs). This research examines the influence of peer feedback on the use of lexical cohesive devices (frequency and effectiveness) in Algerian EFL students' paragraph writing. Its main objective is to explore how peer feedback interventions can enhance students' use of LCDs. Accordingly, a quantitative approach with a quasi-experimental design was adopted. Two groups of first-year Algerian EFL students at Larbi Ben Mhidi University were involved. The experimental group received peer feedback to apply lexical cohesive devices in their writing while the control group followed the usual writing curriculum (no peer feedback). Data was collected through pre-and post-test writing samples from both groups to evaluate how the implementation of peer feedback influences the use of lexical cohesive devices in students’ paragraphs. The study results revealed a significant improvement in the use of LCDs in the experimental group (frequency and effectiveness) compared to the control group. Students who received feedback from peers used LCDs effectively resulting in more coherent paragraphs. Finally, this research suggests that peer feedback interventions should be incorporated into writing instruction to enable students to actively interact with and acquire lexical cohesive devices improving their overall writing skills.
  • No Thumbnail Available
    Item
    Teaching listening to EFL students at the University of Larbi Ben M'hidi
    (Larbi Ben M’hidi University-Oum El Bouaghi, 2021) Belkadi, Rania; Bouchene, Siham
    The current study tends to explore the common problems and challenges faceb by EFLlearners and teachers during the listening activities and their attitudes towards the importance of the listening skill. It aims at offering answers to the research questions. Ahypothesis have been set forwards. The hypothesis stated that both teachers and students agree that adisscussion of the main ideas in the post-listening phase would foster learners communicative comptence more than answering a set of comprehension questions. To test the validity of the formulated hypothesis, two questionnaires were used; one was dedicated to eleven (11) oral expression teachers from the departement of English. A second questionnaire was directly administered to one-hundred and twenty (120) first and second year students from the same departement. Fom the obtained results, it appears that teaching/learning in the Algerian universities is chellenging to both teachers and students. Difficult listening material, unclear sound, and unintresting/difficult listening topics were the main problems faced by students. The majority of teachers were aware of these problems.
  • No Thumbnail Available
    Item
    The Effect of flipped learning on learners classroom engagement: the case of second year students of Malek Bennabi middle school Constantine
    (University of Oum El Bouaghi, 2023) Merabet, Oumeima; Bouchene, Siham
    Flipped learning has emerged as a highly promising solution to tackle the pervasive issue of low engagement in modern classrooms, an area that has garnered significant scholarly attention. The challenges presented by decreased engagement levels and time limitations in traditional classroom environments are particularly pronounced in English as a Foreign Language (EFL) classes. Consequently, the adoption of the flipped classroom model emerges as a compelling and worthwhile endeavour. The current study aims to investigate the impact of flipped learning on the engagement of Algerian middle school learners in an EFL class. The designated population for this study consists of second-year middle school learners .Employing a pretest-posttest quasi-experimental design, a self-reporting survey was administered to both the experimental and control groups before and after a four-week treatment period. The quantitative data analysis involved paired and independent-sample T-tests. The findings of this study demonstrate that the control group did not exhibit statistically significant changes in affective, behavioral, cognitive, and overall engagement levels. Conversely, the flipped classroom approach yielded higher mean scores on the post-test in all dimensions of engagement, with statistically significant differences. The independent-sample T-test further revealed that the flipped classroom achieved statistically higher mean scores across all dimensions compared to the control group. In light of these compelling findings, it can be argued that flipped learning has lived up to its reputation and successfully enhanced engagement levels in the EFL classroom. This study provides stakeholders and educators in Algeria with a clearer understanding of the immense potential of flipped learning in the EFL context. It should inspire them to develop a comprehensive plan for implementing the flipped classroom model, thereby benefiting students and promoting effective language learning.