DSpace :: Browsing by Author "Boulmaiz, Djallel"

Browsing by Author "Boulmaiz, Djallel"

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An Evaluation of the algerian fourth year middle school textbook on the move using bloom's taxonomy of educational objectives(the cognitive domain)
(university of Oum-El-Bouaghi, 2015) Zemmouchi, Adil Siddiq; Boulmaiz, Djallel
Learning language is a complicated process as it covers many aspects , and the cognitive skills maybe considered as the most difficult and important aspects in order to reach higher thinking skills. The present study aims at investigating the types of learning objectives represented in the Algerian fourth year middle school english textbook called ON THE MOVE using Bloom's taxonomy of learning objectives. To codify the learning objectives, a coding scheme was developed based on Bloom's (1956) taxonomy of learning objectives. The exercises and tasks and lessons of the textbook were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. Results of the study indicate that the lower-order cognitive skills were more prevalent than higher-order ones. Furthermore, There is a lack of progression from the lowest (knowledge) to the highest (evaluation) cognitive levels. With regard to text content represented in ON THE MOVE , the textbook concentrates more on giving knowledge and try to apply it without even making sure that all the taken knowledge was well understood and comprehended by the learners. This means that the textbook is more practical like mathematics and physics. In addition, it is judicious to suggest that textbook authors encourage teachers to look beyond what is suggested on the school textbooks and rely on their creativity in exploiting it, so that , the teaching/learning process will be effective.
An Investigation into EFL secondary school Pupils’ paragraph writing problems factors and suggested solutions
(University Of Oum El Bouaghi, 2019) Benatmane, Anis; Boulmaiz, Djallel
Writing is by far the most challenging skill for language learners and the task is even more complex for foreign language learners. The complexity of this skill lies in the fact that it is not only a matter of producing syntactically and grammatically correct sentences and transforming them to words on paper. Writing requires students to gain control over multiple communicative and linguistic competencies. Hence, a lot of students fail at making effective pieces of writing such as paragraphs. In this regard, the aim of this work is to investigate on the paragraph writing problems faced by Algerian EFL secondary level pupils, to clear up the factors causing those difficulties and to provide some suggestions that would help students to develop their paragraph writing skills. To achieve the objectives of this research, data collection was done via three different tools: a questionnaire for students, an interview for teachers, and a document analysis of thirty (30) students' paragraph samples. The findings obtained from this research revealed that when writing paragraphs, students mainly encounter difficulties at the level of vocabulary, spelling, grammar, punctuation and most importantly, they fail to respect the English paragraph structure. It was found that these difficulties are due to: learners' lack of practice and poor reading habits, low interest in writing, weak English proficiency and teachers' limited feedback, as well as to the insufficient time devoted to the teaching of writing at the level of secondary schools. Therefore, it was suggested that students should practice writing more often and ameliorate their reading habits. In addition, teachers should put more focus on pupils' writings by giving more feedback on paragraphs, and raising their awareness on the English paragraph structure. Moreover, curriculum designers should consider adding more sessions devoted to the teaching of writing especially to foreign language stream students.
Investigating EFL teachers' and learners' perception of the effect of classroom interaction on enhancing learners' communicative competence
(university of Oum- El- Bouaghi, 2017) Bensayeh, Meriem; Boulmaiz, Djallel
This work is concerned with EFL teachers' and students' perception of the effect of classroom interaction on enhancing learners' communicative competence. It is certain that the corner stone of language learning is to interact using that language appropriately. Consequently, classroom interaction is considered as an important aspect for EFL teachers and learners in language/learning process. This study aimed at testing one hypothesis which was formulated as follows: a successful classroom interaction has an effect on learners' communicative competence development. In the current study, a descriptive method was applied through two questionnaires. The first questionnaire was addressed to 40 third year LMD students from the department of English at l'Arbi Ben Mhidi University. The second one was administered to 10 teachers of oral expression at the same department. On the basis of the data collected from both questionnaires, our hypothesis was confirmed. Results showed that most teachers and learners believe that through classroom interaction, learners can enhance their communicative competence because both of them are aware of the importance of interaction inside the classroom.
Investigating EFL teachers’ and students’ perspectives towards the effect of inquiry-based learning on developing EFL students’ autonomy
(Université Oum El Bouaghi, 2021) Kibouche, Nermine; Boulmaiz, Djallel
The focus of teaching and learning has moved from the teacher to the learner as the most important aspect of the classroom. Autonomous learning is an important method in English language learning. Hence, teachers must effectively implement learning strategies and methods to assist students in developing their autonomy in the target language learning. Therefore, the current study, which is descriptive, is conducted to investigate EFL teachers' and students' first year Master's students' perspectives towards the effect of inquiry-based learning (IBL) strategy on developing EFL students' autonomy at Larbi Ben M'Hidi University of Oum El Bouaghi during the academic year 2020-2021. Two questionnaires were the tools used to gather data. The first questionnaire was addressed to Master one EFL LMD students from the department of English at Larbi Ben M'Hidi University. The second one was administered to teachers from the same department. On the basis of the data collected from both questionnaires, the study's hypothesis was confirmed. Results showed that most teachers and students believe that through the use of the IBL strategy students' autonomous learning will be enhanced.
Investigating teachers' perceptions about the effectiveness of peer
(university of Oum-El-Bouaghi, 2015) Kameli, Besma; Boulmaiz, Djallel
Although having the characteristics of a good teacher is the aim that any instructor seeks to reach. Teachers can never be certain about whether they are doing well or not because this depends on what a good teacher itself means. Consequently, teachers are always working on their own improvement using numerous procedures to fill in the gaps of their teaching practices. Through this research, we tried to shed light on one way that may help teachers reach their goals at least in some areas of EFL teaching. Peer observation of teaching is one of those ways that have been used for decades by teachers at all levels. This study used the survey method to investigate the degree of algerian EFL teachers' knowledgeability and use of peer observation in their daily classrooms ; it also aims at discovering whether algerian EFL teachers recognize the significance of peer observation in their professional development or not. The findings showed that our sample of Algerian EFL teachers is acquainted only superficially with the concept of 'peer observation' without any deep awareness. Moreover, we found that the majority of the participants do not really use peer observation and ignore any of its benefits in their professional development. We reject our hypothesis because even the participants who confirmed that they know peer observation and use it, do not use it adequately in a way that enable them develop professionally. Therefore, we recommend that algerian EFL teachers need to be trained in peer observation of teaching for its crucial significance in their professional development.
Investigating the attitudes of teachers' towards the application of CLT in EFL classes
(university of Oum- El- Bouaghi, 2017) Bouzid, Selma; Boulmaiz, Djallel
The present study aims at investigating the teachers' attitudes towards the application of communicative language teaching (CLT) approach in EFL classes. This study attempted to probe the understandings and attitudes of English teachers of the CLT approach as it is considered as the most effective approach to help students' develop their communicative competence, and to highlight the difficulties and challenges that affect its implementation in their classrooms. Accordingly, we hypothesized that EFL teachers have positive attitudes towards the communicative language teaching approach, but there are some constraints that may affect its adoption in their classes. To test the hypothesis, a descriptive method has been conducted, and from which a number of data were gathered through a questionnaire and an interview. The questionnaire was administered to twenty (20) EFL teachers from six (06) different high schools in the city of Oum el Bouaghi, and the follow up interview was conducted with six (06) teachers from the same sample of the questionnaire. The results revealed that the EFL teachers hold a positive attitude towards the CLT approach and the majority of them adopt it in their classrooms. However, some constraints concerning its adoption like; the overcrowded classes and the lack of students' English proficiency were highlighted. Therefore, the obtained results have confirmed the hypothesis. Last but not least, our study suggests some recommendations that may help EFL teachers to adopt the CLT approach successfully.
Investigating the effect of project work as a pedagogical task in developing EFL learners' creative thinking
(university of Oum-El-Bouaghi, 2016) Belaidi, Oumayma; Boulmaiz, Djallel
The present research tackles the project work and creative thinking.It seeks to examine the effect of project work as a pedagogical task in developing EFL learners' creative thinking, with a case study of first year learners at Ben Bouzid Mohammed Cherif secondary school, Dhalaa. This study attempts to answer the following question : Does the project work have an impact on students' creative thinking ? In order to achieve the aims of the study, classroom observation is used as a tool to investigate the validity of the hypothesis .Two groups of first year learners at Ben Bouzid Mohammed Cherif secondary school are chosen randomly to take part in this study. Our frame work took five weeks during which we observed learners during many sessions. Project work analysis comprises the description and analysis of the text book unit three and project work as well as observation and analysis of learners' productions. In addition to that, we designed an observation grid where in different criteria of a creative project are targeted. These criteria cover interaction, interpretation, production, characteristics and objectives of the project work, the teacher's role, as well as creative and critical thinking skills ; to analyse data gathered and to examine the efficiency of the project work in enhancing learners' creative thinking skills. The analysis of the results and the interpretation of the researcher's observations showed how the use of project work can be very effective in developing learners' creative thinking skills and confirmed that the project work is the context where learners' creativity is greatly developed and fostered. Indeed, projects make learners acquire efficient working methods and develop in them a sense of autonomy and responsibility. On the basis of the results obtained, some recommendations and pedagogical implications are suggested at the end of this study.
Investigating the relationship between emotional intelligence and personality traits ( extraversion and introversion) and their influence on classroom interaction in EFL classes
(university of Oum- El- Bouaghi, 2017) Allouane, Khadidja Nada; Boulmaiz, Djallel
In educational settings, teachers find it quite the task to deal with the learners on a daily basis due to their unique individualization and various personalities within one single classroom. Different studies investigated the way learners' emotional states affiliate with their personalities, and how it affect their academic performance. This research sheds the light on the new research field in psychology which is Emotional Intelligence (EI), and what exactly is its relation to the learners' different personalities. Also, we explore if those two psychological constructs have an influence on the learners' classroom performance or interaction. A correlational design along with a qualitative method were employed to examine our research hypotheses which claim that there is a significant relationship between Emotional Intelligence and EFL learners' personality traits, and does the relationship between those two variables influence Classroom Interaction in EFL classes. We worked with four groups of 1st year EFL students from the department of English at Larbi Ben Mhidi University. For our research tools, we used Emotional Quotient Inventory (EQ-i) and Personality Traits Questionnaire, in addition to qualitative observations. Moreover, we used statistical tests to add tangible significance to our results. The analysis of the data has yielded the following findings: First, the assumption that there is a correlation between EI and personality traits was validated by the results. Also, the observations sessions were useful in confirming our second research hypothesis by acknowledging the influence of our previously stated variable on classroom interaction in EFL classes.
Nurturing the critical thinking skills to enhance EFL students reading comprehension
(University of Oum El Bouaghi, 2023) Amri, Boutheina; Atrous, Hanane; Boulmaiz, Djallel
This dissertation is concerned with the effect of integrating the critical thinking skills in theEFL classroom and its impact on enhancing the students' reading comprehension .It alsoaimed at investigating both students and teachers perceptions about the use of this skills in theclassroom .a quantitative study was adopted in order to make a deep understanding about thetopic through which two questionnaires were designed .the sample population involved twogroups of master one English students at Larbi Ben M'hidi university with a total of 100students, in addition to 44 teachers of English from the same university. Analysis of theresponses demonstrated that the critical thinking skills have a crucial role in the EFLclassroom and the results indicate that these skills have an impact on the students 'readingcomprehension. On this basis, it is recommended for teachers and to take further steps inorder to enhance and evaluate these skills in the EFL classroom. Moreover, further research isneeded in order to identify other factors that could strengthen the effectiveness of these twovariables
Teachers' and learners' attitudes towards the use of rewards to motivate
(university of Oum-El-Bouaghi, 2013) Ghougal, Halima; Boulmaiz, Djallel
Writing in a foreign language is one of the most difficult and complex tasks for language learners. It is a complicated skill that requires great effort and practice by the learner and needs specific strategies by the teacher to achieve an acceptable level of it. Because of this complexity, many students find many difficulties and make a great deal of different types of errors to produce pieces of writing. The present study aims at showing the effectiveness of the use of rewards to motivate learners in order to avoid spelling errors and enhance their writing abilities. In other words, the aim is to investigate whether students’ spelling errors will be minimized and their writing skill will be improved when they are motivated by rewards or not. This study consists of two chapters. The first chapter is related to the literature review. It consists of two sections. The first section examines motivation and the different strategies used by the teacher to motivate their learners specifically rewarding The second section is an overview about errors in general and spelling errors in particular. The second chapter is the practical part in which we analyze, interpret, and discuss the results. It is by the means of two questionnaires given to both teachers and learners in the department of english at Larbi Ben M’Hidi university that we investigated the hypothesis of whether motivating learners via rewards will help them to avoid spelling errors and improve their writing skill. The findings and the results obtained from this study support that rewards have an effective role in motivating learners to avoid spelling errors and enhance their writing abilities.
Teachers' and students' attitudes towards the use of short stories to enhance the EFL learners'speaking skill
(university of Oum-El-Bouaghi, 2014) Bouti, Ibtissem; Boulmaiz, Djallel
The use of literature in language classes proved to be an effective technique for teaching a foreign language. In fact, using short stories in english as a foreign language (EFL) classroom could be the most suitable choice due to its simplicity and shortness compared with the other literary genres. This study tries to investigate the teachers' and the students' attitudes towards the use of short stories as a teaching material to enhance the EFL learners' speaking skill. To fulfill the aim of this study, two questionnaires were directed to both second year LMD students and teachers of oral expression (OE) to gather valid data about their attitudes toward the effect of the use of short stories on enhancing the learners' speaking skill. This study takes place at the english department at Larbi Ben M'Hidi university, Oum-El-Bouaghi. The analysis of the results obtained from both questionnaires denoted that both students and teachers value the use of short stories to enhance learners' speaking skill.
Teachers' and students' perception about the use of cooperative learning techniques to enhance 3rd year students' participation
(university of Oum-El-Bouaghi, 2015) Bentahar, Latifa; Boulmaiz, Djallel
Summary this study aimed at highlighting the teachers' and students' perceptions about the use of cooperative learning techniques to enhance third year students' participation at Larbi Ben M'Hidi university, department of english. It attempted to investigate students' and teachers' attitudes towards the use of cooperative learning as a teaching / learning technique in promoting class participation. The research aimed also at finding out about the advantages of cooperative learning, what makes it better than individualized traditional instruction and whether cooperative learning techniques decrease the students' introversion and help them to participate freely without any fear. To prove our hypothesis two questionnaires were administered to both third year english teachers and students at Larbi Ben Mhidi university, department of english. The results show that cooperative learning techniques have a positive impact on enhancing st
Teachers' preceptions and attitudes towards the effect of lowering the affective filter on students' rate of voluntary participation
(University of Oum El Bouaghi, 2018) Azizi, Nabil; Boulmaiz, Djallel
The affective filter hypothesis is one of the hypotheses that made a link between emotions and second language acquisition. When considering this hypothesis while teaching, teachers will help their learners overcome many problems concerning their participation in oral tasks, or in other words the ability to be active most of the time inside the classroom. This study aimed at discovering the extent to which teachers of oral expression are making use of this hypothesis. To conduct this study, a questionnaire was administered to teachers of oral expression (or those who had the opportunity to teach oral expression before). Moreover, to support the results in the first questionnaire, another questionnaire was administered to 1st year students. The findings show that although teachers pay attention to some emotions, they do not consider the AFH while teaching. This study, hence, recommends that teachers of oral expression need to be acquainted with the current researches and studies about the effect of emotions on developing the students' productive skills, mainly speaking.
Teachers’ creativity in building positive relationships with their students
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Denia, Amina; Zerfa, Imane; Boulmaiz, Djallel
Good teaching is creative teaching. Teachers need to be creative when designing learning tasks so that the learning goals would be more easily achieved. Creativity reforms ideas, practices and educational products through the use of different classroom strategies and all this can contribute to make a good teacher-student relationship. The present study attempted to investigate teachers' perceptions concerning the importance of teachers'creativity in building positive relations with their students through the use of a variety of classroom management strategies. To this end, a questionnaire was administered to the sample of the study which consisted of 30 EFL teachers from the department of English at L'Arbi Ben Mehidi University in Oum El bouaghi. Teachers' answers through the questionnaire were used to analyze the extent to which building relations and classroom management are linked and to see if teachers are interested in building positive relations with their students. The results revealed that, according to the teachers' perspectives, there is a link between building relations and classroom management therefore the research hypothesis was confirmed.
Teachers’ potential in adapting language teaching materials
(university of Oum- El- Bouaghi, 2017) Atchoum, Kenza; Boulmaiz, Djallel
Despite the great effort that textbook writers make to meet the needs of the intended users, English language teachers have to adapt the materials they are using if they want their teaching to be more effective and more interesting. The present research attempts to investigate the potential of middle school teachers in adapting language teaching materials. The intention of the current study is to determine whether the teachers are competent and have the qualities and qualifications which help them to adapt language materials effectively to suit the needs and interests of their students and make them motivated and whether those teachers are giving much importance to the adaptation of all types of language teaching materials not only the textbook. Throughout this research, we have chosen middle school teachers of Ain Mlila as our sample. During this study we opted for the adoption of a descriptive research method based on two tools: a questionnaire distributed to 20 teachers to inspect their attitudes, and knowledge about materials adaptation. The second research instrument is a sample of adapted materials provided by 5 teachers. Based on the results, our hypothesis was confirmed since the findings show that teachers have the ability to adapt language teaching materials and they are aware of its importance in language teaching classes in order to meet different needs and interests of learners and make instruction easily understood.
The Effect of explicit instruction of reading strategies on EFL learners' reading comprehension
(university of Oum-El-Bouaghi, 2015) Menaa, Lilia; Boulmaiz, Djallel
In the skill of reading, a number of cognitive scientists have focused their attention on how readers construct meaning as they read. As a matter of fact, comprehension can be said to represent the reason for reading. That is, if readers can read the words but do not understand what they are reading, they are not really reading. In order to grasp the meaning and get the most of EFL reading extracts, readers need to engage in some mental strategies/activities in a systematic way. Interestingly, the present study was a result of a keen interest in the reading skill. Its main objective was to investigate the effect of the manipulation of explicit reading strategies instruction for teaching reading to fourth year middle school students on their reading comprehension. In the light of this, we put forward one main hypothesis; the problem of luck of comprehension will be reduced if EFL learners receive explicit reading strategies instruction and make appropriate employment of them. That is, this method could be the appropriate tool to develop different aspects in students reading performance, mainly and most importantly, their reading comprehension. To test out and verify this hypothesis, an experimental study was conducted. The participants were fourth year middle school students who study English as a separate module. They were randomly assigned to two groups: the experimental and control group. Participants in both groups were first pre-tested through reading comprehension test, to know their comprehension level prior the beginning of the experiment. Over a four week study, with four sessions, only the experimental group received explicit reading strategies instructions. As a final point of the experiment, the participants of both groups were, again, post-tested via the same test used in the pre-test. Results from the pre and post-tests were given in mean scores, they were analyzed and reported descriptively. They demonstrated that students in the experimental group outperformed those in the control group, as they revealed that after the treatment period, the experimental group has shown a progress in reading comprehension which was not the case of the control group. Those results proved to be statistically significant. The analysis of the findings together with the literature review in chapter one, provided us with a clear picture about the positive effect of explicit instruction of reading strategies on reading comprehension improvement.
The effect of gender bias in EFL classrooms on teacher students interaction
(university of Oum-El-Bouaghi, 2016) Mallek, Amel; Boulmaiz, Djallel
The present study is conducted in order to meet its objectives which are investigating whether teachers practice gender bias in EFL classrooms or not, and examining its effects on teacher-students interaction. The main focus of that study is to make an investigation about EFL teachers, if they succeeded in providing and distributing equal interaction opportunities for both male and female students. In order to meet these objectives and answer questions about this issue, a descriptive method (survey method) was adopted. The first tool used in this research, for data collection, is a classroom observation checklist, which was designed based on a model extracted from the internet and based on some categories related to the variables of this study: classroom interaction and gender bias. These observations are conducted twelve (12) times after taking teachers' permission to attend and observe their interaction with their students in different english courses, especially the courses that require much interaction. The second tool is two questionnaires designed based on the same categories of interaction and on the evaluative types of teacher feedback interaction (praise, criticism, and acceptance) in the checklist. These questionnaires were administered to the same sample which is 20 teachers and 50 students of master one, in the english department at Larbi Ben M'Hidi university in Oum-El-Bouaghi. In addition, after taking notes from the classroom observation and gathering answers from the questionnaires, we came to conclusion that english teachers do not practice gender bias among their students in terms of interaction, and interaction is not really encouraged among the observed sample. Furthermore, as a constraint, female students are dominating the english department which means we cannot recognize that teachers are holding stereotypic behaviors and practicing gender bias. Finally, some pedagogical implications are suggested.
The Effect of reading short stories on improving student's vocabulary aquisition
(university of Oum-El-Bouaghi, 2015) Haddad, Ahlem; Boulmaiz, Djallel
Vocabulary is an important area in learning a second or foreign language, thus; english as foreign language learners should work to improve it. It helps students to be effective interlocutors; it improves their ability to understand others' views as well as to express their ideas and thoughts in a more better way. For this purpose, different strategies have been used in attempt to develop students' vocabulary knowledge, among these strategies extensive reading of authentic materials by english as foreign learners. Therefore, the current study aims to examine the effectiveness of reading short stories on improving students' vocabulary acquisition. In the light of the stated aim, we hypothesis that assigning university students with reading short stories would help them to improve their vocabulary knowledge than those who are taught vocabulary following the traditional method. In order to prove or reject the stated hypothesis, a quasi-experimental study takes place at Larbi Ben M'Hidi university Oum-El-bouaghi, where 60 first year LMD students of english are chosen randomly and subdivided into two groups; one experimental and the other control. Students of both groups pre-tested to know about their vocabulary knowledge, in which they are asked to answer three exercises; in the first exercise they had to classify ten words in three categories. In the second exercise they had to choose the correct word to fit with its definition. And in the third exercise they should define four vocabulary items then put them in meaningful sentences to show their understanding of the words' meanings. After the pre-test phase, the experimental group were asked to read three short stories; however, the control group stuck to the traditional method, i.e., depending only on teachers' instructions. And finally, they are post-tested. Data analysis shows the significant improvement in students' vocabulary acquisition through reading short stories. This led us to support the alternative hypothesis and to reject the null one.
The Effect of using the game ttechnique (Werewolf) in reducing FL anxiety
(University of Oum El Bouaghi, 2018) Grazza, Hamid; Benmorsi, Ibrahim; Boulmaiz, Djallel
This study aims at investigate foreign language anxiety experienced by the Algerian learners at the university; its negative consequences on the learner's level and achievements because recently, it has been observed that in the field of education a threat to the learner's self-esteem maybe caused by a tremendous amount of anxiety. One of the most important responsibilities of the teachers inside the classroom is to create a sufficient and enjoyable atmosphere for most of the learners by using different methods and techniques for the sake of developing their levels .In the present study , we are going to see the effect of using games techniques ,in the oral expression session ,in order to lower the level of the anxiety .The hypothesis was set as follows: students who experienced different types of games during the oral expression session, would show a remarkable improvement in lowering their anxiety level than those who are taught in the traditional way. In order to test the hypothesis, a quasi-experimental method was adopted, with second year students at L'arbi Ben M'hidi University, Oum El Bouaghi. The sample of the study is composed of 40 students who were already divided into two groups by the administration (2nd year students, group 5 as the experimental and group 3 as the control one); both groups were pre-tested and post-tested. There was a period of treatment for six sessions where the experimental group played the game "Werewolf". The data was collected and analyzed through well-known statistical tools.
The Effect of using the game ttechnique (Werewolf) in reducing FL anxiety
(University of Oum El Bouaghi, 2018) Grazza, Hamid; Benmorsi, Ibrahim; Boulmaiz, Djallel
This study aims at investigate foreign language anxiety experienced by the Algerian learners at the university; its negative consequences on the learner's level and achievements because recently, it has been observed that in the field of education a threat to the learner's self-esteem maybe caused by a tremendous amount of anxiety. One of the most important responsibilities of the teachers inside the classroom is to create a sufficient and enjoyable atmosphere for most of the learners by using different methods and techniques for the sake of developing their levels .In the present study , we are going to see the effect of using games techniques ,in the oral expression session ,in order to lower the level of the anxiety .The hypothesis was set as follows: students who experienced different types of games during the oral expression session, would show a remarkable improvement in lowering their anxiety level than those who are taught in the traditional way. In order to test the hypothesis, a quasi-experimental method was adopted, with second year students at L'arbi Ben M'hidi University, Oum El Bouaghi. The sample of the study is composed of 40 students who were already divided into two groups by the administration (2nd year students, group 5 as the experimental and group 3 as the control one); both groups were pre-tested and post-tested. There was a period of treatment for six sessions where the experimental group played the game "Werewolf". The data was collected and analyzed through well-known statistical tools.

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