Browsing by Author "Boulemaiz, Djallel"

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    A Descriptive analytic study of the algerian third year middle
    (Université Oum El Bouaghi, 2021) Laib Dit Leksir, Hadjer; Aissaoui, Wassila; Boulemaiz, Djallel
    This research attempts to evaluate the Algerian second generation middle school coursebook "My Book of English" which is designed for third year level. It is a micro-evaluation that seeks to check the extent to which the textbook tasks develop the cognitive levels and to shed light on third year middle school teachers' perspectives towards the use of "My Book of English" in relation to Bloom's taxonomy for educational objectives. In order to conduct this research, a mixed method approach was followed and a proposed checklist was adapted. Besides, a developed questionnaire was submitted to third year middle school teachers who are using the textbook as a language teaching material. The results of both the checklist and the questionnaire revealed that textbook tasks cover the cognitive levels in an unbalanced way. Also, the findings show that Knowledge is the most frequent and the predominant level having 50% of the total number of the tasks, followed by Evaluation with 39% and Comprehension with 31%. On the other hand, Application, Analysis, and Synthesis are less frequent with 9%, 1%, and 3% for each level respectively. Furthermore, in spite of the fact that third year middle school teachers are familiar with the notion of Bloom's taxonomy, most of them failed to assess the coursebook and to determine the cognitive levels of each type of tasks. Accordingly, the study concluded with a number of recommendations which in general seek for designing a new version of the textbook that may help the learners develop their higher-order thinking skills.
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    An Evaluation of grammatical structure sequencing in second- and third-year middle school EFL textbooks " My Book of English (2AM and 3AM) "
    (Université Oum El Bouaghi, 2021) Nasri, Wahiba; Diar, Soror; Boulemaiz, Djallel
    Textbooks are valuable in each language classroom. They are considered as an essential component which has several roles in English Language Teaching (ELT) curriculum. Therefore, their evaluation is utmost importance so that their pedagogical contribution can be assured to the teaching-learning process. Although there are so many studies about textbook evaluation, yet the newly published textbooks are not given the much attention needed to be examined. The present study attempts to evaluate the new generation of the Algerian middle school English textbooks "My Book of English" of the 2nd and the 3rd years where the focus is on the evaluation of the grammatical sequencing and the grammar presentation. The research strives to discover if there is appropriate grammatical sequencing in each and between both textbooks ; it seeks also to know how grammar is presented and assess its appropriateness to the leaners' level. Therefore, to achieve these goals, quantitative and qualitative data were obtained throughout an adapted checklist and a teacher's questionnaire. A checklist was adapted from different proposed checklists to suit the aims of the research, whereas the questionnaire was addressed to the middle school EFL teachers to assess their perspectives towards the textbooks' grammar content and the grammatical sequencing. The results of the mixed method revealed that the 3rd year textbook grammatical items are somehow appropriate to the target learners, whereas the 2nd year grammar structures are complex and beyond the learners' levels. Also, the grammar structures in each textbook are sequenced on the basis of the learner's communicative needs. Finally, there is a grammatical sequencing between both coursebooks, but it is inappropriate and illogical because the learners are still facing some challenges in using the language correctly which affects the achievement of the stated objectives.