Browsing by Author "Djouima, Leila"

Now showing 1 - 7 of 7
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    EFL students attitudes towards the implementation of pictorial materials to enhance reading comprehension
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Hadjou, Ibtissam; Djouima, Leila
    Reading Comprehension is considered as one of the four fundamental language skills. But it is not an easy skill since most of students have many reading issues . In addition , many studies have given more attention to the pictures used in the classroom to teach the reading skill .Thisstudyaims at investigating in the EFL learners' attitudes towards the implementation of the pictorial materials to enhance reading comprehension and to find out more about their applicationsin the EFL learning process inside the classroom . The present investigation is based on quantitative method where, a questionnaire was selected as an analysis tool to investigate the students' perceptions of the utilization of pictorial materials in reading comprehension ,The findings of this study revealed that illustrations help to overcome difficulties to understand texts for EFL learners and toimprovetheir reading comprehension.
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    Investigating the effect of using the arabic E dictionary on the Algerian EFL learner’s vocabulary knowledge
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Djermane, Aya; Merzkani, Ahlem; Djouima, Leila
    Vocabulary is an important aspect in teaching foreign languages and due to that students tend to use different types of dictionaries to identify the new words. Thus, the purpose of this study is to investigate the effect of the Arabic-English e-dictionary on EFL students' vocabulary knowledge at the English department, L' Arbi Ben Mhidi University, Oum EL bouaghi. A total number of 53 students of all levels participated in this study. An online questionnaire was submitted to the students in order to collect data. The analysis of the findings showed that the Arabic-English e-dictionary doesn't enhance students' vocabulary knowledge. As a result, students have to rely more on Monolingual e-dictionaries in order to acquire the English language. To conclude, bilingual e-dictionaries lead to complete reliance on the mother language whereas monolingual e-dictionaries develop students' vocabulary knowledge.
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    Reliabilty of peer assessment and Its impact on secondary school students’ writing skill
    (Université Oum El Bouaghi, 2021) Rebiai, Manal; Djouima, Leila
    The study aims at finding out the impact of peer assessment to improve EFL learners' writing skills. This paper highlights the practical use of peer assessment and its effectiveness. This action research used a mixed-method design to collect quantitative and qualitative data. It was conducted for three weeks through five sessions on twenty students from a secondary school in Constantine Province. The instruments applied were: a pre and post scoring test, a checklist. The results showed a substitution in the peers' scoring to become closer to the teacher's scoring after the peer assessment training and an increase in the students' scores after the peer review and the edition. The findings revealed that a guided peer assessment improved students' writing performance. Likewise, they developed wellstructured sentences, organized ideas appropriately, reduced word repetition, and had fewer mistakes in grammar and mechanics. They also became responsible for assessing their friend's tasks, which increased their positive perspectives towards peer assessment. Finally, the implications of using peer assessment in the classroom are significant as well as beneficial for EFL teachers and researchers who want to enhance the writing skills of their students.
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    Strategies and challenges in research topic selection in algerian Efl pre-service teacher training schools
    (Oum El Bouaghi University, 2022) Djouima, Leila; Benali Reguieg, Nacèra; Labed, Zohra
    Among the challenges English as a Foreign Language (EFL) graduating pre-service teachers (PSTs) face in the realm of conducting research is the selection of a research topic. Those graduating PSTs seemingly struggle to select a topic that would be compatible with their own interests and research requirements. The choice of a research topic is mostly driven by many criteria, including trends, ease, time considerations, mastery of research tools, in addition to context relevance. This research is an attempt to explore the nature of research topics in EFL teacher training contexts. It aims at identifying the obstacles pre-service trainees face while selecting a research topic, and questioning the reasons and the motivations behind selecting their research topics. Using a descriptive survey, a random sampling questionnaire is administered to 100 graduating students from ENS contexts in Oran, Algiers, Constantine, and Sétif. Tips are provided to help future researchers overcome the identified challenges. . .
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    The assessment of critical thinking skills in TEFL exams
    (University Of Oum El Bouaghi, 2019) Hadjeris, Widad; Djouima, Leila
    Critical thinking has become the most important outcome in EFL classes over the globe.The current study aims at investigating the assessment of critical thinking at the level of TEFL exams. We hypothesize that TEFL exams fail to address students' thinking skills. To test the hypothesis, a descriptive method has been conducted, and from which a number of data were gathered through one questionnaire that have been submitted to seventy (70) EFL license students at LarbiBenmhidi University- Oum El Bouaghi . A qualitative method has also been used throughout an analysis of samples of TEFL exams over the period of 2 years. The findings of the students' questionnaire have revealed that students are aware of the importance and benefits of developing critical thinking skills, on the other hand , students rarely uses this skills when answering TEFL exams questions this due to many reasons such: lack of time, or exams questions do not include this skills. The results of the analysis of TEFL exam question from 2017-2018 have shown that questions are arranged from simple too complex to meet the different levels of students' abilities. However, the questions only targeted the knowledge, comprehension, and application levels of students, and rarely target the first level of critical thinking skills "analysis level". Thus TEFL teachers are recommended to include students thinking skills when exams questions
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    The Effect of the mother tongue on algerian EFL learners speaking proficiency
    (Université Oum El Bouaghi, 2021) Guedjali, Meriem; Mahimoud, Amina; Djouima, Leila
    The present dissertation aims at investigating the effect of the mother tongue on Algerian EFL Learners 'speaking proficiency. This research highlights a longstanding debate over whether the usage of one's native tongue in an EFL classroom, more precisely during speaking sessions, has positive or negative ramifications on the learners speaking proficiency. Before getting to the empirical section of the work, existing literature was gathered from various reliable sources. Speaking proficiency was defined before carefully being broken down into its main components. Then, attitudes towards the mother tongue's usage within EFL classrooms were highlighted. The data was procured through the utilization of three research tools, two of which are questionnaires, one addressed to a selected group of first year secondary school learners, the second handed to their corresponding educators i.e. secondary school teachers of English. The first, and arguably the paramount tool of the current research, is the month long observation trial of the previously mentioned students sample. The purpose of using diverse tools and opting for three instead of one is to have an objective conclusion to the question raised by this research paper. The results gathered were of striking significance suggesting that not only is the use of the MT impactful and influential but this impact is of a positive influence as it enhances and contributes to the development of certain speaking proficiency facets.
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    The Enhancement of critical thinking within the cultural content in the algerian first year secondary school english textbook 'At the Crossroads'
    (Oum-El-Bouaghi, 2020) Bouras, Lina Sourour; Boulebsal, Amina; Djouima, Leila
    The present research focuses on the effectiveness of the implemented cultural components in the Algerian first year secondary school textbook ‘At the Crossroads’ on learners’ critical thinking. It highlights the correlation between teaching the culture in EFL situations, and how it affects learners’ critical thinking. This research rises many questions such as: What is Culture? What are the approaches, techniques and methods that should be followed while teaching Culture? What is Critical Thinking? How to enhance learners’ critical thinking while teaching culture? The present investigation is in fact based on the hypothesis that, the Algerian EFL textbook “At the Cross Road” fosters learners’ critical thinking through the implementation of the cultural aspects. The analysis of the textbook cultural input carried through a checklist developed by the researchers and its findings, allow us to disconfirm the raised hypothesis. In the light of these findings, we recommend that the Algerian teachers of English in EFL classes should explore more opportunities of implementing critical thinking through teaching culture.