Browsing by Author "Guendouze, Meryem"

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    An Evaluation of the Algerian Fourth-Year Primary School Textbook My Book of English in Terms of Competency-BasedApproach
    (University of Oum El Bouaghi, 2024) Benaboud, Amira; Guendouze, Meryem
    This study attempts to evaluate the Algerian fourth primary school textbook “My Book of English” which was introduced in 2023 by the Ministry of education. Specifically, it seeks to assess how well the book aligns with the principles and objectives of the competency based approach focusing on: competencies, learning activities, texts and Project work. Furthermore, it investigates EFL primary school teachers’ perspectives on the book. A mixed method is employed for a comprehensive evaluation. Given the absence of an established checklist tailored to this context, a checklist is developed for the study. In addition, a questionnaire was addressed to the teachers in Ain Beida district who are using the textbook as language teaching material. The findings of the checklist reveal that the CBA’s principles and objectives are well implemented in the textbook such as real world application of the language, learner-centeredness, integration of diverse competencies and skills personalized learning, problem-solving situations and flexibility. While the “My Mini Dictionary” project certainly has its merits, it does come with notable limitations. The questionnaire’s results reveal that the majority of teachers have positive attitudes and they agree the textbook integrates the CBA successfully. The findings of this research can inform teachers about the strengths and weaknesses of the textbook, allowing them to adapt their instructional strategies to better foster student competencies.
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    Investigating teachers and Students attitudes towards the use of english songs to develop learners vocabulary in EFL classes
    (University of Oum El Bouaghi, 2023) Zeroual, Haithem; Guendouze, Meryem
    Developing an adequate vocabulary background is a crucial aspect of second and foreign language learning.. Consequently, teachers should prioritize the implementation of effective teaching methods that would facilitate the process of vocabulary learning. The current study aims at investigating the extent to which the integration of English songsenhance learners' level of vocabulary through inspecting teachers' and Master one students' attitudes towards the use of songs in English classes. A descriptive method has been used to test the hypothesis, which states that teachers and learners would have positive attitudes towards the use of English songs in enhancing vocabulary knowledge. As a research tool, we used twoquestionnaires,one for teachers at the department of English at L'aarbi Ben M'Hidi University and one for Master one students of English. Thestudents' questionnaire revealed that they actively striveto build an adequate vocabulary background. In addition, Students think that listening to songs facilitates the acquisition of a foreign language. Equally important, students exhibit a preference for using songs as strategyin EFL classes to acquire new vocabulary; they consider it an effective way to engage and provide them with a fun and interactive learning experience. Consequently, students hold positive attitudes towards the implementation of English songs in EFL classes. In the same regard, teachers' questionnaire revealed that teachers consider vocabulary as a crucial component of the language. For this, learners should focus more on vocabulary while learning English. Teachers outlined specific criteria for selecting songs in class. They emphasized the effectiveness of songs in facilitating foreign language acquisition, particularly in vocabulary learning. As a result, teachers recommended the adoption of the strategy of implementing songs in EFL classrooms as a means to enhance students' vocabulary.
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    Investigating teachers' attitudes towards the effectiveness of the skimming strategy in reading comprehension in EFL classes
    (Oum-El-Bouaghi, 2020) Ferrah, Rayene; Karouche, Rania; Guendouze, Meryem
    This study is an attempt to figure out the effectiveness of the skimming strategy in reading comprehension in EFL classes in the English Department at L'arbi Ben Mhidi University, in Oum El Bouaghi. The objectives of the research were to find out if there was any relation between students' comprehension in reading and the use of the skimming strategy. By following a descriptive approach, the study made use of quantitative data from a questionnaire which has been distributed online to sixty teachers to investigate their attitudes towards the effectiveness of the skimming strategy. The research findings revealed that EFL students were medium strategy users, and there was a significant relation between the two variables of this study since most teachers agreed that the skimming strategy is effective in improving students' reading comprehension especially in terms of raising students' interest and flexibility in reading. Furthermore, the strategy helps in time management as the reader can both achieve reading comprehension and save time at once
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    Investigating teachers’ attitudes towards the effect of using task-based approach on improving students’ grammatical accuracy
    (Oum-El-Bouaghi, 2020) Tadrent, Raja; Guendouze, Meryem
    Grammar is considered as a crucial component of the process of learning a language. English as foreign language learners find it difficult to acquire this linguistic aspect. These grammatical difficulties lead students to use linguistic structures incorrectly and inaccurately, when it comes to express themselves either in a written or a spoken form. Therefore, EFL teachers adapt and adopt different approaches and methods to solve this problem. The present study sheds light on teachers' perceptions towards the effectiveness of using task-based approach to enhance EFL learners' grammatical accuracy. A total of 38 EFL teachers at the department of English at Larbi Ben M'Hidi University, Oum El Bouaghi provided the relevant data. A descriptive method was conducted using a questionnaire as the main instrument to answer our research question: What are teachers' attitudes towards the effect of using task-based approach on improving EFL learners' grammatical accuracy? The results obtained point out teachers' desire to teach grammar by implementing task-based approach; in doing so, almost all of the respondents believe that task-based approach has a positive effect on improving EFL learners' grammatical accuracy. Hence, this study suggests some pedagogical implications for the teachers about the positive effect of using task-based approach in grammar classes.
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    Investigating the impact of using proofreading as a strategy to improve students’ writing skill
    (University Of Oum El Bouaghi, 2019) Bechir, El kamla; Guendouze, Meryem
    This study is an attempt to figure out the role that proofreading plays in enhancing students' writing skill. The reason behind choosing proofreading is that the majority of the students encounter many difficulties in writing such as committing mistakes. Proofreading is considered as a crucial step in the writing skill, it helps students to identify errors and correct their own papers in order to minimize the number of mistakes and improve their level in writing. It is hypothesized that if English Foreign language students apply proofreading in their written productions, they will be able to enhance their level in this skill. In order to test the mentioned hypothesis, a quasi experimental design is conducted with second year LMD students of English at Larbi Ben M'hidi University of Oum El Bouaghi, including two main groups: an experimental group and a control group. Each group contains 15 students. Both groups passed through a writing session of pre-test. Then the experimental group had a series of treatment sessions about proofreading. However, the control group learners were carrying out their lectures with their teacher without receiving any information about proofreading. By the end of the treatment, the participants received a similar topic to that of the pre-test in order to make a comparison between their results and see whether the treatment was effective or not. The post-test results reveal that the experimental group achieved higher scores than the control group. Therefore, proofreading is an important strategy that helps EFL students enhance and improve their writing performance in general and paragraph writing in specific.
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    Investigating the relationship between perfectionism and EFL learners’ speaking performance
    (Oum-El-Bouaghi, 2020) Bouafes, Yasmina; Guendouze, Meryem
    Perfectionism or the pursuit of perfection is one of the most controversial psychological factors, especially in recent times, as it has become difficult to deny its multifaceted nature and extreme impact on the learners' performance particularly in the field of education. This study is, in fact, an attempt to investigate any plausible relationship between this psychological trait and EFL learners' speaking performance. It seeks to afford an intelligible caption about the potential impact of perfectionism through exploring the perfectionists' experiences and impressions along with the EFL teachers' views. In regard to the research methodology, a mixed method study is elaborated for the sake of attaining the research objectives. To reach the primary aim of this study, a correlation between perfectionism and the learners' speaking performance is conducted. The population embraces students of Master 2 DLE in the academic year 2018-2019. The Almost Perfect Scale-Revised is used as a tool to identify perfectionists (with adaptive or maladaptive perfectionism) and exclude the non perfectionists. After limiting the research sample to 44 participants (24 Maladaptive perfectionists, and 20 adaptive perfectionists), an interview is conducted to assess their performance in speaking. Subsequently, the students' scores in the scale of perfectionism are correlated with their speaking scores in order to investigate the probable relationship between the two. The results present a significant relationship between the two variables. More precisely, maladaptive or neurotic perfectionism has a strong negative correlation with the speaking performance contrary to adaptive perfectionism that shows a moderate positive correlation. To support the research findings, perfectionists are asked to write retrospective reports in which they share their experiences and impressions. Seeking the same endeavour, an interview is conducted with EFL teachers of oral expression. The findings obtained from the interviews and reports prove the same results as the correlational study. Hence, the research hypothesis (H) is confirmed while the null hypothesis (H0) is rejected.