Browsing by Author "Guendouze, Meriem"

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    Investigating middle school teachers' views about the effectiveness of the competency based approach in teachi,g english as a foreign language
    (university of Oum-El-Bouaghi, 2016) Loucif, Sabrine; Guendouze, Meriem
    The present descriptive study develops from the idea that there is no convergence between what algerian middle school pupils need in their real life and what they actually learn in their classroom. That is why, the competency-based approach (CBA), as a medium of instruction, has been adopted in the algerian educational system for enabling learners to practice what they have acquired at school, and to prepare them to be competent and autonomous in their learning process. Accordingly, the current study aims at investigating middle school EFL teachers' views about the effevectiveness of this new interdisciplinary approach in teaching EFL in the algerian middle schools. It has been hypothesised that algerian middle school EFL teachers would view CBA as an effective approach in teaching English as a foreign language. To achieve such an objective and to validate the hypothesis, a questionnaire has been designed as a research tool that has been administered to thirty-one (31) middle school EFL teachers, in Oum-El-Bouaghi. The findings obtained from the teachers' questionnaire have come to demonstrate the fact that CBA has, to large extent, proved to be an effective and efficient approach to learning english as a foreign language; hence the study's hypothesis has been confirmed.
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    Investigating some factors that the quality of research in the départment of english at Larbi Ben M'Hidi university
    (university of Oum El Bouaghi, 2016) Merazka, Meriem; Guendouze, Meriem
    The present study is an attempt to investigate and to shed light on some factors that affect the quality of research of second-year master EFL students in the department of english at the university of Oum-El-Bouaghi. It takes the form of an exploratory research since it deals with a new issue to be explored in the department of english at Larbi Ben M'Hidi university. The rising number of postgraduate students who cannot complete their researches each year indicates that most of them encounter many problems. These latter are related to the requirements needed for any research work, namely, the researcher character, the research course, the supervision process and research facilities. These requirements are considered to be the main factors that affect in a way or another quality of research. Based on this, we hypothesized that the investigated factors might affect the quality of research in the department of english at the university of Oum-El-Bouaghi. In this sense, our belief is that by the improvement of these factors, quality of research in the department of english at Larbi Ben M'Hidi university can be improved. To enrich this study with valuable data, we designed and distributed two questionnaires. One was for second-year master students (Sciences of Language Stream) and the other one was for FL teachers (especially those who are engaged in the supervision process). The findings obtained from the questionnaires indicated that all of the aforementioned factors affect the quality of research. However, the most significant results showed that the research facilities and the supervision process are the main factors that have the greatest impact on the quality of research. Therefore, we recommend that by the enhancement of these factors, the quality of research will be improved.
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    Investigating teachers and students perceptions towrards the effect of students self-selected topics on improving their writing performance
    (university of Oum El Bouaghi, 2016) Meziani, Zouweyna; Guendouze, Meriem
    Research into learners' perceptions towards learning english as a foreign language has received considerable attention during the last decade. Writing is considered as the major skill to be developed for learning a foreign language. The integration of students' choice and interests in the process of teaching writing can be a good way to motivate learners to write. The present research aims at studying the effect of self-selected topics on improving the writing performance of second year LMD students of english as a foreign language at the department of english, university of Oum-El-Bouaghi. It is hypothesized that allowing students to self-select their own topics in writing classes has a positive effect on improving their writing performance. The descriptive method has been adopted through the use of two questionnaires; one for sixty students and the other for twenty teachers. The questionnaires were analyzed and compared. The results of both questionnaires show that students are more motivated and encouraged to write when they get the right to choose their own topics in writing classes. In the light of these results, the research hypothesis is confirmed in that students need to be provided with this opportunity because it helps them in improving their writing performance by increasing their motivation and their willingness to write.
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    Investigating teachers and students' attitudes towards the use of translation into L1 (First Languge) as a language learning strategy to overcome some L2 learning problems
    (university of Oum-El-Bouaghi, 2014) Yahia, Bouchra; Guendouze, Meriem
    The main aim of the present research is to investigate teachers and students' attitudes about the use of translation into arabic (L1) as a language learning strategy in english (L2) learning process. The investigation is based on two questionnaires; the first is addressed to second year secondary school students of foreign languages to get more knowledge about their use of L1 as a language learning strategy in their L2 learning process. The second questionnaire is addressed to teachers of english in order to get a clear view about their attitudes concerning the use of L1 as a language learning strategy by their students. The data obtained confirm our hypothesis which states that the appropriate use of L1 as a language learning strategy helps students in their L2 learning process.
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    Investigating teachers' and students' attitudes towards the effect of chatting on EFL students' essay writing
    (university of Oum-El-Bouaghi, 2016) Aggoun, Mouna; Guendouze, Meriem
    The current study aims at investigating the effect of chatting on EFL learners' essay writing, with third year LMD students of english department at Larbi Ben M'Hidi university, Oum-El-Bouaghi. This research deals with a new form of communication that is called chatting by giving interest to written production analysis, in order to study whether chatting influences negatively students' essay writing. On these bases, we hypothesized that students use chat features in their essays and the overuse of chatting affects negatively students' essay writing. to achieve the purposes of our hypotheses, two questionnaires were designed, one was distributed to twenty (20) teachers and the other one was distributed to fifty (50) third year students. In addition, sixty six (66) copies of third year students' essays were analyzed for the following categories: the use of shortcuts (abbreviations, acronyms, and rebus), spelling mistakes, contracted forms, short sentences, capitalization, and wrong correlation between auxiliary and the main verb. The results obtained from both questionnaires and from the analysis of students' essays confirmed the hypotheses and answered our questions showed that the frequent use of chat has a negative impact on students' essay writing. On the basis of the results obtained, some pedagogical implications have been proposed to both students and teachers towards the negative effect of chatting
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    Investigating teachers’ and students’ attitudes towards the effect of using rewards on students’ motivation
    (university of Oum- El- Bouaghi, 2017) Mebarki, Khaoula; Guendouze, Meriem
    EFL teachers suffer in their classes because not all the students have the same desire and the same willingness to study English. Some of the learners, it imposed on them. That is to say, they have lack of motivation. The latter is considered as an important factor in the learning process. That is why; teachers are trying to find effective strategies and methods to be used in their classrooms in order to raise their students' motivation. The present dissertation sheds light on the issue of increasing students' motivation through the administration of rewards. More specifically, it is adopted to identify teachers' and students' attitudes towards the use of rewards in EFL classes. It also aims at identifying how this strategy affects the students' motivation. In order to confirm or reject our hypothesis, a questionnaire has been used as a data collection tool. Two questionnaires have been distributed: one for English teachers and the other for third year LMD students at the English department of Larbi Ben M'Hhidi University. While the students' questionnaire is made up of (40), the teachers' one is made up of (22). The analysis of the questionnaires results that both teachers and students are aware about the use of rewards in the EFL classes and its effect on students' motivation. That is why; we can affirm that our hypotheses become validated. Hence this study suggests a number of pedagogical implications for the teachers about the positive effect of rewards in the EFL classes.
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    Investigating the effect of direct vocabulary instruction on the learners' word association
    (university of Oum El Bouaghi, 2016) Benghalia, Souheila; Guendouze, Meriem
    The purpose of the present study is to investigate the effect of the direct vocabulary instruction on the word association of the pupils of fourth year at seyoud Mohammed Middle School in Sigus, Oum-El-Bouaghi. In order to check this correlation, we hypothesized that direct and explicit vocabulary instruction enhances the pupils' word association quantitatively as well as qualitatively. To verify the validity of this hypothesis, an experimental study was conducted. Two groups were constituted our sample; an experimental group and a control one. A pre-test was administered to both groups to examine the pupils' mental lexicon the first word association test through a designed word list contains seventeen stimulus words, the pupils were asked to write the first word comes to their mind while reading the stimulus word each stimulus word required three option responses. The WAT1 was done without the implementation of the direct vocabulary instruction. The results have shown a limited categorized associations and a great amount of uncategorized associations. Afterwards, the two groups have received the treatment selected for the study. But each group with different treatment; the control group received no treatment; it followed the teacher usual instruction depending on the textbook, whereas the experimental group was taught through the implementing of the direct vocabulary teaching. As the treatment requires, we decided to divide it into two cycles with different activities but the same objective to enhance the pupils' word association on the two last WATs. WAT1 and WAT2 results have confirmed our hypothesis that the pupils' word association is gradually developed at both levels quantity and quality through the use of varied activities under the direct vocabulary instruction
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    Reviewing the impact of lack of reading as a major factor behind students' poor written production
    (university of Oum-El-Bouaghi, 2014) Bougandoura, Fatima; Guendouze, Meriem
    Abstract this study deals with reviewing the impact of the lack of reading as a major factor behind students' poor written productions. The purpose behind this study is to shed light on students' writing difficulties which are caused by the lack of reading. To collect our data, we have opted for a questionnaire because it is the most appropriate tool that goes well with this topic. It was administered to third year students at english departement of Larbi Ben M'Hidi university, Oum-El-Bouaghi. The main aim behind this questionnaire is to know students' attitudes towards the influence of reading on their poor written productions. It was hypothesized that if the learners read frequently, they will be able to improve their writing. So, the results obtained from those questionnaires proved that the majority of students face a lot of serious writing difficulties which are mainly caused by the lack of reading. Thus, these findings help us to confirm our hypothesis, and to suggest some pedagogical implications to help students enhance their writing level.
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    Reviewing the impact of lack of reading as a major factor behind students' poor written production
    (university of Oum-El-Bouaghi, 2014) Bougandoura, Fatima; Guendouze, Meriem
    Abstract this study deals with reviewing the impact of the lack of reading as a major factor behind students' poor written productions. The purpose behind this study is to shed light on students' writing difficulties which are caused by the lack of reading. To collect our data, we have opted for a questionnaire because it is the most appropriate tool that goes well with this topic. It was administered to third year students at english departement of Larbi Ben M'Hidi university, Oum-El-Bouaghi. The main aim behind this questionnaire is to know students' attitudes towards the influence of reading on their poor written productions. It was hypothesized that if the learners read frequently, they will be able to improve their writing. So, the results obtained from those questionnaires proved that the majority of students face a lot of serious writing difficulties which are mainly caused by the lack of reading. Thus, these findings help us to confirm our hypothesis, and to suggest some pedagogical implications to help students enhance their writing level.
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    Teachers' and students' perspective about the effect of cooperative learning on enhancing EFL students' reading comprehension
    (university of Oum-El-Bouaghi, 2014) Belfetni, Houda; Guendouze, Meriem
    The core of this dissertation seeks to investigate the effect of cooperative learning approach in enhancing english foreign language learners' reading comprehension and to explore teachers and students' perception about it in Oum-El-Bouaghi university. The current study is fundamentally interested with the use of small groups to promote EFL learners' reading comprehension. Moreover, it seeks to take into consideration the significance of creating intimate friendly and healthy atmosphere as a solution for students to acquire and to comprehend the language. The method being used in this research is the descriptive one. This method attempts to depict cooperative learning group work as the independent variable and its effect on enhancing students' reading comprehension as the dependent variable. The data of this research were collected through questionnaires design and administer for first year LMD students and teachers at english department of Oum-El-Bouaghi university. The results have demonstrated that cooperative group work is an adequate technique for improving learners' reading comprehension. Relying on the foundation of these results, the hypotheses were proved. Students require the right technique to increase their reading skill and to innovate adequate conditions of comprehension without any obstacles. As any other research, the present study has its restrictions although its results detected significant and interesting impacts.
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    The Effect of etymological elaboration strategy on the EFL learners' comprehension of english idioms
    (university of Oum-El-Bouaghi, 2014) Dekkiche, Hanane; Guendouze, Meriem
    The current study aims at investigating the effect of adopting the etymological elaboration strategy on promoting EFL learners' comprehension of english idioms. For the purpose of examining the hypotheses raised, an experimental study is conducted in which we have chosen two homogeneous groups (an experimental and a control group) from the whole population made of first year LMD students at Larbi Ben M'Hidi university, Oum-El-Bouaghi. For the requirements of the experimental study, a pre-test was designed in a multiple-choice format to determine the participants' current level and to find out the difficult types of idioms that cause problems at the level of comprehending and using them. After, an english idiom unit was developed and taught over six successive sessions in the treatment period. While subjects from the experimental group received etymological-enhanced instructions with providing extensive cultural and contextual background knowledge about idioms with exercises, the control group received instructions through rote learning methods (provided with the figurative meaning of each idiom directly). After the treatment period, a post-test was administered (the same as the pre-test) to test the effectiveness of adopting etymological elaboration strategy to teaching english idioms. We used two different forms of tests in order to analyze data obtained from the post-test namely: paired-samples and independent-samples t-test. Results show that adopting the etymological elaboration strategy has a significant effect on EFL learners' comprehension and correct use of english idioms.
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    Using body language as a teaching strategy for the acquisition of vocabulary items
    (university of Oum El Bouaghi, 2016) Harrath, Sarra; Guendouze, Meriem
    Vocabulary acquisition has been spotlighted by tremendous educational trends only during the past decades as a result of discovering its paramount importance in the teaching/ learning process. Accordingly, many vocabulary teaching strategies have been opted for by english as a foreign language teachers to help learners acquire this incremental aspect of language. Therefore, the major aim of the present study is discovering the effect of using body language as a teaching strategy on middle school pupils' vocabulary acquisition, and it is reached by means of an experiment as the research main tool. Here, second year middle school pupils at L'aiouer L'aid middle school were the research target population, from which, two groups of sixteen were chosen randomly as the experimental and the control group. Obviously, both groups have been pre-tested. The experimental treatment involves teaching learners vocabulary throughout the implementation of body language (gestures, eye contact, facial expressions, body movement…). The control group, on the other hand, has been taught via ordinary methods (translation, using dictionaries…). Later, both groups have been post-tested. The questionnaire, as a complementary tool, was handed to middle school teachers to reveal whether or not they, actually, use body language as a teaching strategy in english language teaching; as well as, revealing their impressions on its usefulness on vocabulary acquisition. Results of both the experiment and the questionnaire demonstrate that most middle school teachers make use of this strategy as it has a significant effect on enhancing learners' vocabulary repertoires.