Browsing by Author "Chaira, Farid"

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    A Comparative study of male/female teacher's code switching in EFL classrooms
    (university of Oum El Bouaghi, 2016) Mameri, Hadda; Chaira, Farid
    This study aims at compar male and female teacher's code switching in EFL classroom in middle schools of Ain Beida. To carry out this research a quantitative research method was adopted, a classroom observation was used as an instrument to collect data in order to determine which gender tends to use code switching more male or female and for which function code switching will be used by male or female teachers. In addition, two questionnaires were used: teachers' questionnaire and pupils' questionnaire that were designed to confirm the data collected from the classroom observation and to check teachers' and students' attitudes toward teachers' code switching. The conclusion that can be drawn from classroom observation is that female teachers tend to use code switching more than male. It shows also that female teachers' code switching serves the functions of exercising discipline and indicate the starting and the ending point of the lesson, whereas males' code switching serves different functions: to create a friendly relationship, to emphasize certain language points, to gain time and for translation that is to say the functions of female and male teachers' code switching are totally different. The analysis of the questionnaires indicates that teachers hold different attitudes toward the use of code switching in classroom positive and negative and students show positive attitudes.
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    A Comparative study of the effects of authentic video audio materials on vocabulary acquisition
    (university of Oum-El-Bouaghi, 2016) Rahmani, Mounia; Chaira, Farid
    Teachers make use of different strategies and materials to enhance their students' vocabulary either incidentally or intentionally since Vocabulary is an important aspect of linguistic sub-skills that plays a vital role in the learning process of EFL learners. Hence, this comparative study aims at investigating whether authentic audio or video materials have an impact on enhancing students' vocabulary acquisition. Thus, from the research question it is hypothesized that either authentic audio materials will improve students' vocabulary acquisition more than authentic video materials or authentic video materials will improve students' vocabulary acquisition more than authentic audio materials or both authentic materials (audio and video) will have the same effect on enhancing vocabulary acquisition. The participants in the present study are second year LMD students in the english department at Larbi Ben M'Hidi university. The sample is constituted of forty six out of two hundred and seven learners which there were two experimental groups; each group was composed of twenty three students. Both groups underwent a pre-test including three tasks. Then, they were exposed to the treatment. Within the first group, authentic audio materials had been used to make students acquire new vocabulary through listening whereas the second group watched authentic video materials to acquire new vocabulary. At the end of the treatment period, both groups underwent a post-test that included the same words as those of the pre-test embodied in a distinct form of activities. Consequently, the findings of the present study exhibited that both groups had made a significant improvement in their vocabulary acquisition. However, authentic audio materials had proved their efficacy more than authentic video materials. From the present study, it is recommended that teachers apply both authentic materials for creating a healthy atmosphere for learning and enhancing the students' vocabulary.
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    A Comparative study of the impact and implicit pronunciation teaching on the acquisition of word stress
    (university of Oum El Bouaghi, 2015) Menaa, Fahima; Chaira, Farid
    Many teachers are confused about the way pronunciation should be taught, and which technique should be adopted, to help students build their phonetic competence. The current study is concerned with investigating the acquisition of word stress.It focuses on pronunciation teaching, and aims to compare between the uses of explicit and implicit pronunciation teaching, to facilitate to the students the learning of word stress. This research is built on the following research hypothesis : First, if students receive pronunciation instruction explicitly, they will acquire word stress better than those who receive pronunciation instruction implicitly. In this research, a quasi-experiment was conducted for first year LMD students at Echadeli Ben Djidid, El-Taref University. Thirty students took part in this experiment (fifteen for explicit pronunciation instruction and fifteen for the implicit one ). The study showed that there is no significant difference between the uses of explicit and implicit pronunciation teaching on acquiring word-stress.
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    A Contrastive genre analysis of EFL graduate student’s ma theses abstract sections
    (university of Oum- El- Bouaghi, 2017) Malawi, Zeyneb; Chaira, Farid
    Swales (1981) works on genre analysis has been of great inspiration for many genre analysts for more than two decades. Contrastive genre-based studies of academic text particularly RAs abstracts has gained considerable attention from the discourse community, but only few contrastive genre studies have been done in master's theses abstracts. However, MA theses abstracts written in English and in three different fields such as Sciences of language (SL), Literature (Lit) and Civilization have been exclusively analyzed. The main purpose of the present study was to examine 24 MA theses abstracts written in English by different postgraduates from the three options of English language department of OEB University. The randomly selected corpus will be analyzed based on Swales (1990) CARS model of academic writings. Accordingly, the rhetorical structure _the moves and steps that constitute the macrostructure level was analyzed and compared in terms of move frequency, move order and linguistic realization of each move preformed in the three corpora. The results revealed that Moves preformed by SL, Lit and Civ abstracts do not completely accorder with Swales (1990) three move model. Moreover, MA theses written abstracts set out some remarkable differences due to the differences in students disciplinary backgrounds. The results may promise some implications for graduate students to facilitate their academic writing skill.
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    A Corpus based analysis of syntactic complexity in master’s dissertations: a comparative study of the general introductions written by second year master’s students of literature and civilisation in the department of english Larbi Ben M’hidi University Oum El Bouaghi
    (University of Oum El Bouaghi, 2023) Chabane, Roumeissa; Guemini, Takieddine; Chaira, Farid
    There have been a growing number of scholarly investigations which state that the syntactic complexity displayed by EFL learners in their written output could serve as a reliable indicator of their writing competence. Syntactic complexityis a critical element in the writings of these learners who usually struggle to produce complex structures. Therefore, they often resort to simpler forms, especially in their dissertations. The level of syntactic complexity in these works can be affected by multiple factors, and recent research suggests that one of these factors is their field of study. Proceeding from this premise,the present studyaims to uncover any significant distinctions in the syntactic complexity of the general introductions extracted from selected dissertations in the literature and civilisation subfields. These dissertations were written by Algerian postgraduates at Larbi Ben M'hidi University (Oum El Bouaghi)over the past ten academic years. To examine the syntactic complexity of the introductions, a corpus-comparative approach waschosen. Two robust automated analysis tools, the L2 Syntactic Complexity Analyzer (L2SCA) and the Tool for Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), were employed to assess a corpus of 70 introductory sections. These tools were used to examine ten indices of syntactic complexity divided into large-grained and fine-grained metrics. The numerical results were then compared using a MANOVA and subsequent univariate tests to further investigate the research questions. The findings revealed a significant overall difference in syntactic complexity between the two disciplines, with the civilisation group attaining greater scores on the majority of indices. Importantly, the discipline showed a significant large effect on dependents per nominal and dependents per object of the preposition, emphasising the importance of phrasal complexity in L2 academic writing evaluation. In light of these outcomes, notable disciplinary inequalities in the usage of syntactically complex structures were discussed, as were the implications of these outcomes for EFL writing research and pedagogy.
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    A Corpus based analysis of the use of reporting verbs in master dissertations
    (university of Oum- El- Bouaghi, 2017) Berhail, Sarra; Chaira, Farid
    The present study is concerned with a crucial element in reporting that is considered to be the key and complex feature in academic writing i.e. reporting verbs. These lexical items are chosen carefully by writers to report others claim and to present their evaluative judgments on those claims. Therefore, this study is called for with an attempt to figure out how this type of verbs is used in MA postgraduates literature reviews at the department of English, Larbi Ben M'hidi University in OEB. The corpus consists of 10 MA theses that were selected from both streams at the department of English "The University of Oum El Bouaghi". RVs were tallied using AntConc and SPSS software. After that, they were classified using Hyland's (2002) classification of RVs. The results demonstrated that both streams used a limited number and type of RVs that was different from the one used by the other stream. What was shared, by both streams, is the arbitrary and non organized use of these lexical items. Consequently, RVs should be implemented within teachers' goals and included in future syllabuses so that MA postgraduates will be aware of the appropriate use of these lexical items.
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    A Thematic analysis of the statement of the problem section in master theses: the case of EFL master students at Larbi Ben M’hidi University and TESOL master students at San Francisco University
    (University of Oum El Bouaghi, 2023) Reribi, Wissal; Chaira, Farid
    Every research needs to be based on a well-articulated statement of the problem section. The statement of the problem section in research informs about the problem that targets a study. However, most English as a foreign language (EFL) master students are unaware of this essential writing part. The aim of this study is to explore how EFL master students from Larbi Ben M'hidi University write the statement of the problem section in their master theses and proposals. Additionally, it investigates the difference between how native and non-native speakers of English write this section. The content structure of the statement of the problem sections in master theses from two different universities was analysed using a qualitative thematic analysis. Two corpora of 10 sections each were collected from the English Department at University of Oum El Bouaghi in Algeria and the International and Multicultural Education Department at the University of San Francisco in the United States of America. The qualitative data analysis software MAXQDA was used for a more accurate analysis. The findings of this study revealed that contrary to the corpus of San Francisco that included the central theme 'pointing the problem' in all ten sections, 50% of the sections of non-native speakers of English did not include the theme about pointing the problem. This actively illustrates that master students could not develop a well-articulate statement of a worthy problem section as a starting point to their research due to lack of academic skills. The results of the study clearly indicate that EFL students from Larbi Ben Mhidi University encounter serious difficulties in conducting the research problem section. On this end, Pedagogical implications are stated and recommendations are suggested for further research.
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    An Evaluation of construct and statistical conclusion validity in EFL research
    (Oum-El-Bouaghi, 2020) Guerda, Ouannassa; Chaira, Farid
    Validity is the backbone of academic research, in the sense that it ensures that the findings produced by it are valid and credible. The present study addresses two neglected types of validity in the EFL field, construct validity and statistical conclusion validity. It assesses these two types of validity in EFL master dissertations in the department of English at Larbi Ben M’hidi University. To evaluate construct validity, a number of dissertations were first selected and analyzed qualitatively in order to have a clearer picture of the situation. This was followed by a correlational study that was conducted to check the extent to which Master dissertations uphold construct validity. To carry out such evaluation, thirty first-year students were asked to answer a set of online questionnaires, namely the FLCAS test, the SSEIT test. As well as two researcher-made tests extracted from the dissertations that were chosen for analysis. The scores obtained were correlated by means of SPSS. The results indicated that the tests used by post-graduate students in their dissertations lacked construct validity, hence confirming the null hypothesis. As far as statistical conclusion validity is concerned, the procedure of NHST was applied. The results of this statistical procedure revealed that the EFL master dissertations that were analyzed uphold statistical conclusion validity to some extent, hence confirming the alternative hypothesis. Based on the findings obtained, a number of pedagogical implications were suggested to teachers and students.
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    An investigation of students' and teachers' views about the impact of vocabulary knowledge on reading comprehension
    (university of Oum-El-Bouaghi, 2013) Bougouffa, Nour El Houda; Chaira, Farid
    One of the prominent skills learners are in need to is the ability to comprehend written texts. Understanding the writer's text or his intended meaning is the ultimate goal behind reading. To comprehend large pieces of written texts, learners are supposed to understand smaller entities first. For this reason, many studies have shown that vocabulary knowledge can help students to read and comprehend better. The richer and the deeper is their lexical knowledge, the better they can decode and understand what they read. Importantly, it is unreasonable to underestimate the reciprocal relationship between vocabulary knowledge and reading comprehension. Our aim in this dissertation is to contribute to the existing literature on the relationship between vocabulary knowledge and reading comprehension; in particular, we aim at uncovering teachers' and students' attitudes about the impact that vocabulary knowledge on reading comprehension. Therefore, to accomplish this study, two questionnaires were devised to both students and teachers from the Department of foreign Languages at Larbi Ben M'Hidi university. The students' questionnaire was given to first-year students of english from the same department during the academic year 2012-2013 to get insights about their views concerning vocabulary knowledge and its value in reading comprehension. Teachers' questionnaire is dedicated to ten teachers to check their responses regarding their students' need to vocabulary knowledge and reading comprehension. The results obtained in this study confirmed the hypothesis that vocabulary knowledge is the basis for any reading comprehension. Ultimately, there is an infrangible connection among reading comprehension and vocabulary knowledge.
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    Assessing the effectiveness of authentic videos on EFL learners oral fluency
    (university of Oum-El-Bouaghi, 2014) Derrouche, Sabah; Chaira, Farid
    The present study aims at assessing the effectiveness of using authentic videos on EFL learners' oral fluency. It is built on the assumption thatif EFL learners are exposed to authentic videos, they will show a significant improvement in their oral fluency. In order to fulfill the aim of the study and to answer the research questions and check the validity of the hypotheses advanced at the beginning of this investigation, a quasi-experimental design was adopted. The experiment ran through four treatment sessions preceded and followed, respectively, by a pretest and a posttest. The study involved twenty one first-year students in the department of english (Larbi Ben M'Hidi university Oum-El-Bouaghi). The participants were divided into two groups: an experimental group where the learners were exposed to authentic videos along with different types of fluency activities, and a control group where the learners were not exposed to any kind of videos. The findings of the study showed that the use of authentic videos in the EFL classroom brought about positive outcomes in terms of learners' oral fluency.
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    Beginnings across cultures a contrastive genre analysis of english native and Nonnative speakers’ MA theses general introductions
    (university of Oum El Bouaghi, 2016) Bensalem, Imene; Chaira, Farid
    Research into academic papers generic formulas has been heatedly discussed in the literature over the last few decades. The introductory section of the research article, in particular, has received an intense interest ever since the emergence of genre-based studies with quite a considerable attention given to cross-cultural, cross-linguistic, and interdisciplinary differences. Contrastive genre studies of master's theses general introductions have, on the other hand, been almost minuscule with barely any credit given to native versus non-native MA theses introduction writing. The current study, thus, aims to report a contrastive genre-based analysis of 45 applied linguistics postgraduates' MA theses general introductions compiled into three equal-sized corpora each representing one of three different universities, namely, Oum-El-Bouaghi, Iowa, and Birmingham. To carry out the analysis, the study adopts Bitchener's (2010) three-move analytical framework adapted from Swales's (1990) CARS model of introduction writing in order to analyse the rhetorical strategies performed in each corpus as regards moves, sub-moves and move-order. The analysis, then, proceeds by comparing each of the introduction-composed samples to one another only at a macroscopic level. The results obtained indicate that each of the three groups of postgraduates go about introducing their research works exhibiting Bitchener's (2010) three outlined moves, Establishing a territory, Establishing a niche, and Occupying the niche. The difference, however, lies in the manifestation of each move with Oum-El-Bouaghi corpus being more explicitly distinctive than the other two corpora. In other words, native postgraduates' analysed texts of both Iowa and Birmingham universities are noticeably more similar in move realisations compared to the non-native sample of Oum-El-Bouaghi postgraduates that little reflects Bitchener's identified rhetorical strategies as well as the strategies manifested in the other two corpora (Iowa and Birmingham). On the whole, the findings suggest that the linguistic and so the cultural differences attested by each group wield much influence on the way the introduction genre is brought about.
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    Challenges for blended learning
    (University of Oum El Bouaghi, 2024) Boubidi, Manal; Bechara, Linda; Chaira, Farid
    Blended learning, a combination of traditional face-to-face instruction and online learning activities, has gained significant attention in recent years as a promising approach to enhance the quality of education. In the context of Algerian universities, particularly in English as a Foreign Language (EFL) classrooms, the implementation of BL has been a topic of growing interest. This study aims to investigate the real-world application of BL in the English department at Larbi Ben M'hidi University and to explore students’ opinions about the challenges of BL and whether there are differences in the way they perceive these challenges according to their age and gender. For this purpose, a quantitative research was conducted with M 1 EFL students. A questionnaire was designed to gather data on students' experiences with BL, and the challenges they faced during the implementation process. The collected data was analysed using statistical methods (SPSS). The findings revealed that while BL has been implemented to some extent in the English department, there are still significant challenges that need to be addressed. Students face difficulties in adapting to the online components of blended learning, such as technical issues, lack of face-to-face interaction, and time management challenges. Additionally, the study highlighted the need for more comprehensive training and support for both students and teachers. In conclusion, this study provides valuable insights into the current state of BL implementation in the department of English. The findings suggest that while BL has the potential to enhance the quality of EFL education, there are still significant challenges specifically across age that need to be addressed. The study recommends universities invest in improving technological infrastructure, providing comprehensive training for both students and teachers.
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    Error analysis approach to study the use of collocations in foreign language writing
    (university of Oum-El-Bouaghi, 2014) Hadjira, Nawal; Chaira, Farid
    The present study aims at identifying, classifying and analyzing collocation errors made by third year english LMD students at Larbi Ben M'Hidi university, Oum-El-Bouaghi. It aims also to determine whether the learners made more grammatical collocation errors than lexical ones. In addition, it will discuss the main sources of these errors. For the purpose of examining our hypothesis, a descriptive analytical approach was conducted in which 17 students' exam copies were randomly selected and analyzed. The procedural analysis of ellis (1997) of error analysis was adopted in order to know the source of error.The unacceptable and lexical collocation errors were identified based on the modified version originally proposed by Benson and, et al (1986) and Chen (2000). The Oxford Collocation Dictionary for Students of english was employed to analyze the students' collocation errors and to provide suggestions for correction. On the basis of the analysis of students' productions and the collected data, our alternative hypothesis has been confirmed in that students' errors in the use of english collocations have other sources than the negative transfer.
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    Error analysis of EFL students’ pronunciation of the letter “O”
    (University of Oum El Bouaghi, 2018) Meziane, Fadila; Chaira, Farid
    Pronunciation accuracy is a problem faced by most of the students in their learning of foreign languages. The aim of this study is twofold. First, it aims at identifying, analyzing and describing the errors that EFL students at the department of English (Larbi Ben M'hidi University) make when pronouncing the English letter "O" in context. Second, it aims to compare the performance, and hence the rate of errors of first and third year students when pronouncing the letter in question. Our ultimate goal is to raise teachers' awareness of the errors made by EFL learners when pronouncing this letter, so that they consider remediating them and lay more focus and allocate more time to pronunciation teaching. In this study, it is hypothesized that there is a clear deficit in the pronunciation of both first and third year students of the letter "O". It is also hypothesized that there is a difference between first and third year students in pronouncing this letter, third year being better in their performance. Through error analysis, a comparative and descriptive method is used as a way to figure out any difference between first and third year students' pronunciations of the letter in question. The fieldwork is conducted following a descriptive comparative method with the use of a voice recording technique to collect oral data. The study confirmed that there is a lack of mastery in the pronunciation of the letter "O" in both groups, mainly due to interference and overgeneralization. The findings of this research also confirmed that there is a significant difference between the two levels involved in this study in the pronunciation of the targeted letter; third year students performed better than first year students.
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    Error analysis of students' pronunciation of the vowel SCHWA
    (university of Oum- El- Bouaghi, 2017) Medfouni, Imane; Chaira, Farid
    This study is concerned with the identification, the analysis and classification of pronunciation errors of the vowel schwa made by second year students of English at Larbi Ben M'hidi University. These errors are attributed to an interference of specific French vowel sounds, particularly at the level of the vowel /?/. Accordingly, this research seeks to explore the extent to which this source affects students' pronunciation. A brief theoretical framework covers an overview of error analysis and introduction to the English vowel schwa. The fieldwork is conducted following a descriptive analytical method with the use of a voice recording to collect oral data. Analyses are carried out to fulfil the main objective of this dissertation. The outcome of the overall procedure establishes valid evidence that the pre-determined source appears to influence learners' pronunciation to a considerable extent. In attempt to fill in this gap, the research is executed to raise awareness of those errors so that teachers can try to prevent or remediate them.
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    Error analysis of subject verb agreement in EFL learners’ writings
    (university of Oum- El- Bouaghi, 2017) Ouzzar, Zeyneb; Chaira, Farid
    The Objective of this study is to investigate subject verb agreement errors made by undergraduates: first and second year English LMD students at L'Arbi Ben M'hidi University - Oum El Bouaghi. Error Analysis technique was used in this research to identify students' errors and to explain their sources. For the purpose of testing the research hypotheses, a descriptive analytical approach was used. Forty students' exam copies of written expression were randomly chosen and analyzed. Error Analysis procedures specified by Ellis (1997) were adopted to detect the main sources of such errors. The data obtained from the analysis of students' writings confirmed only the first research hypothesis in that students' errors in the use of subject verb agreement have other sources than first language interference.The findings reject the second hypothesis which claims that first year LMD students make more SVA errors than second year LMD students. Thus, it was concluded that English undergraduates are still facing problems in applying subject verb agreement rules in their writings and that French interference in addition to the students' lack of knowledge of the target language rules are the main sources causing subject verb agreement errors.
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    Error analysis on the use of the simple past tense and the simple present tense in writing essays among EFL students
    (university of Oum- El- Bouaghi, 2017) Mafaz, Hamza; Chaira, Farid
    The aim of this research is to describe the students' errors and their causes in using simple present tense and simple past tense. This research was conducted to 20 students (master1) at Larbi Ben Mhidi University. We used a quantitative descriptive method that includes collecting a sample of students' written productions, and analyzing and interpreting the data. For collecting the data, the students were assigned a written task. The result of the research showed that the highest frequency of errors was in simple past tense. We classified the types of error into miss -formation, omission, and addition. Among those three types, the most frequent error was miss-formation, whereas the lowest frequency of errors took place in the present tense.
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    Exploring pictures as a motivational course book supplement in an EFL context
    (University of Oum El Bouaghi, 2018) Deziri, Redha; Chaira, Farid
    The course book is one of the most important sources that helps and guides learners, it is a framework that contains many interesting visuals including pictures which new teachers find it valuable. Sometimes, teachers over-rely on textbooks and don't consider other materials for the classroom. Therefore, this research work aims at exploring pictures as a motivational course book supplement. It is hypothesized that if teachers make a good use of pictures in teaching middle school students, their motivation will be enhanced, and it would be a good fit to support the course book aside from its already existing pictures. Thus, a descriptive study has been conducted; and the data was gathered by designing two questionnaires, one was handed to three teachers of English, and the other was submitted to thirty 4th fourth year students at Chadli Bendjedid's middle school in Souk Ahras. The obtained results of this case study revealed that the implementation of pictures in EFL classrooms can indeed help increase students' motivation towards learning English and completes the course book. In conclusion, it is recommended that teachers make a frequent use of pictures in the classrooms; as a warm up or in activities, which are highly beneficial for both students and teachers.
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    Exploring the link between teachers' gender and classroom interaction
    (university of Oum El Bouaghi, 2016) Boussaha, Fatima; Chaira, Farid
    This study is an attempt to examine EFL classroom dynamics in terms of the teacher's gender. It is motivated by three research questions. First, is there a relationship between the teacher's gender and classroom interaction? Second, do EFL students interact differently in the classroom in terms of the teachers' gender? And third, do EFL male and female teachers interact differently with their students? The study aims at answering the research questions and providing some insights into how EFL classroom interaction looks like taking into consideration the teacher's gender, with an explanation of how it manifests in both teachers' and students' interactional behaviors. The dissertation consists of two main chapters: the first represents the theoretical framework, which addresses the concepts of classroom interaction and gender in educational theory, while the second is devoted to the field work. Regarding the latter, we adopted a descriptive study. We observed six teachers (3 males and 3 females) and six groups of undergraduate students distributed across the three levels; first, second and third year (a couple of groups from each level) in Larbi Ben M'Hidi university for two months. Sixty students out of the study population (5 girls and 5 boys from each of the six groups) participated in filling the questionnaire after the observation had been carried out. The two instruments were meant to collect data of different natures. The classroom observation aims at investigating the process of classroom interaction in action, whereas the students' questionnaire was designed to gather information about students' attitudes, views and awareness of the differences in teachers' and students' interaction considering the teacher's gender. The results of our study showed that; the teacher's gender does contribute to EFL classroom interaction, and both teachers and students do interact differently as far as the teacher's gender is concerned. The study concludes with some pedagogical recommendations directed to teachers and classroom members for healthier and better learning conditions.
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    Gender and language learning motivation
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Djelal, Mostefa; Dafri, Haythem; Chaira, Farid
    Learning a foreign language is a complex process due to a large number of factors that interfere in it. One of such factors that deserves serious attention is gender. In this research, the relationship between the learners' gender and their motivation toward learning foreign language is considered for investigation. The study targets the EFL learners at the department of English (University of Larbi Ben M'hidi - Oum El Bouaghi), from which the 60 participants were selected. The study adopts a quantitative method, making use of a questionnaire as the main data collection tool and statistical tests for analysis. The results of this study have shown that there is a relationship between students' motivation to learn English and their gender, and that the latter has an effect on the mindset of the learners. Generally speaking, females were found to be more motivated, and have passion to learn English. Males, on the other hand, were found to be less motivated. The study concludes with a number of recommendations and suggestions that were put forward with regard to learners' motivation, in particular, and English learning, in general.