Browsing by Author "Guerfi, Soraya"

Now showing 1 - 18 of 18
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    A Descriptive study of the major problems that hinder EFL student's reading comprehension
    (university of Oum-El-Bouaghi, 2015) Boulfelfel, Mounia; Guerfi, Soraya
    The present study aims at investigating the nature of reading comprehension difficulties, and reading strategies. It further aims to explore the major problems that stand behind students' reading comprehension. A descriptive study, has been carried out involving (30) students enrolled in classes of the first year LMD at Mila's university centre, all participants have been selected randomly, in order to discover which kind of difficulties that obstructs the students' reading comprehension. Also, (12) teachers from the same department, data obtained from the teachers' questionnaire are used to point out the common problems that face students while reading a piece of writing. Due to the importance of reading strategies, the present study based on the hypothesis that using the appropriate reading strategies helps the students to have a proficiency level in reading. The results of the study confirm the hypothesis, in the sense that the most of the students at the department of english face many problems in comprehension while reading because they read chaotically without the appropriate use of reading strategies.
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    Hannibal Lecter is one of the most sophisticated characters written in the Psychological Thriller Genre. The character revolutionized the genre and it is all credited to Thomas Harris. The present thesis attempts to study the childhood trauma of the character and its overall impact on shaping him into a psychopathic man-eating monster. The study is conducted through an analytical approach based on the use of Freudian Psychodynamics Theory and Jungian Archetypal Criticism, which is also known as Collective Unconscious Theory to analyze the impact of the childhood trauma on Hannibal. Though the analysis covered the impact that trauma left on Hannibal, various other mental illnesses were discussed, namely: Antisocial Personality Disorder (Psychopathy), Narcissistic Personality Disorder, and Wendigo Psychosis which are all traceable to Post-Traumatic Stress disorder in the first place. To sum up, it was declared that childhood trauma was the driving force in Hannibal becoming the monster he is. In addition to that, it is the root to all his other mental illnesses plus the relationship he developed with Clarice Starling.
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Chekaoui, Rayane; Selmi, Asma Imene; Guerfi, Soraya
    Note-taking is not a simple activity of scribbling down information; it is a proven skill that is considered as the most valuable one for EFL university students. Furthermore, note-taking is a common used instrument that students utilize in all their modules to record, understand, resume and revise their courses. Moreover, study skills teachers teach EFL learners how to take their notes using non-standard language features as a way of facilitating taking classroom notes. Therefore, it is hypothesized that the use of non-standard language features affects students' taken notes either positively or negatively. Starting from here, a research based on a mixed method approach which is a blend of qualitative and quantitative methods of data collection has been opted for. In the quantitative method, a questionnaire was distributed to fifty third year EFL learners at the English department, at the University of Larbi Ben M'hidi, Oum El Bouaghi. In the qualitative method, an interview was conducted with five teachers of English. The data collected from students' questionnaire were analyzed statistically using a software program. The findings of this study confirmed the alternative hypothesis which claimed that the use of the non-standard language features affects students taking notes positively. Thus, both EFL teachers and learners have positive attitudes towards it. Accordingly, the study concludes with some suggestions and recommendations, which in sum, call for implementing some effective strategies that would enhance the quality of notes taken by students in classrooms.
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    Invastigating teacher's and students' attitudes towards the role of intensive reading in enhancing EFL students creative writing
    (university of Oum-El-Bouaghi, 2015) Boukhari, Sarra; Guerfi, Soraya
    This present study aims at investigating the teachers' and students' attitudes towards the role of intensive reading inenhancing students' creative writing. It is an attempt to determine the relationship between reading and writing skills. Therefore, the main concern is to find out how 3rd year LMD english students develop their ability to be more creative through careful reading .On the other hand, we want to shed light on the uses of readings to carry out writing tasks, and the ways in which students go through different steps to analyze the texts and reflect that in their writings. To reach such aim, two questionnaires were administered to both teachers and students from the department of english at Larbi Ben M'Hidi university. The students' questionnaire was given to third year students of english chosen randomly from four groups of science language during the academic year 2014/2015. Teachers' questionnaire was addressed to eleven written expression teachers to check their responses concerning their students' ability to do an analytical reading of different texts to benefit from it in writing different genres. The results obtained from both questionnaires in this research confirmed positively the hypothesis that intensive reading contributes in enhancing EFL students' creative writing. They also revealed that there is an undeniable influence of depth reading on the students' creativity and quality of writings that goes far beyond academic writing.
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    Investgating teachers' and studens' attitudes towards the use of note-taking stratégy to improve students' writing skill
    (university of Oum El Bouaghi, 2016) Saadi, Chérifa; Guerfi, Soraya
    This study is an attempt to figure out the role that note-taking technique plays in enhancing students' writing skill. since the majority of the students encounter many difficulties in writing on one hand and cannot remember all the new words and concepts they receive while studying on the other hand. This study embraces two questionnaires that were addressed to EFL teachers and learners at Larbi Ben M'Hidi university for the sake of knowing their attitudes that helped in answering the research questions and approving or disapproving the hypothesis of the research. The students' questionnaire was given to 80 students randomly chosen first year LMD students at the english department, and the teachers' questionnaire was addressed to 20 teachers out of 39 teachers. The results obtained revealed that note-taking plays a prominent role in helping the learners to memorize and understand lecture contents when the students are required to use some note-taking strategies to copy down their lectures. Thus, the hypothesis has been confirmed through the data obtained from the analysis of both questionnaires. In the light of the results attained, teachers are advised to guide their students to use appropriate strategies of note-taking that would aid in boosting their writing abilities.
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    Investigating EFL teachers' and learners' attitudes towards the effects of online learning on the learners’ learning motivation during covid - 19 pandemic
    (Université Oum El Bouaghi, 2021) Chadi, Roumaissa; Chorfi, Khaoula; Guerfi, Soraya
    In light of the outbreak of COVID-19 pandemic, many higher education institutions have adopted online learning globally as an alternative learning format instead of face-to-face learning. However, the sudden transition from the conventional learning mode to the extreme online one without strategic planning for digitalization imposed some challenges for both teachers and learners in the sense that those challenges impacted the learners' learning motivation which is considered as a key factor for achieving good outcomes. Therefore, the present study aimed at investigating EFL teachers' and learners' attitudes towards the effects of online learning on the learners' learning motivation during COVID-19 pandemic. In order to fulfill the purpose of this research, a mixed method approach which is a blend of qualitative and quantitative methods of data collection has been opted for. In the quantitative method, a questionnaire was distributed to sixty third year EFL learners at Larbi Ben M'hidi University, Oum El Bouaghi. In the qualitative method, an interview was conducted with five teachers of English. The data collected from students' questionnaire were analyzed statistically using EXCEL software. The findings of this study confirmed the stated hypothesis which claimed that online learning affects the learners' learning motivation negatively, thus both EFL teachers and learners raise negative attitudes towards it. Accordingly, the study concludes with some suggestions and recommendations, which in sum, call for implementing some effective strategies that would enhance the quality of online learning.
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    Investigating teachers and students attitudes towards the importance of raising EFL learners self confidence in enhancing their speaking skill
    (University Of Oum El Bouaghi, 2019) Khemmoume, Djohra; Guerfi, Soraya
    The current study aims at investigating teachers' and students' attitudes towards the importance of raising EFL students' self confidence in enhancing their speaking skill. This research followed a descriptive method, using a questionnaire as a data collection tool. The questionnaires were addressed to 10 oral expression teachers and 34 second year LMD students at the English department at Larbi Ben M'hidi University. The obtained data demonstrated that self-confidence has a great impact on the students' achievement as it is considered as one of the effective psychological factors that strongly affects the students' oral performance. On the basis of these findings the hypothesis is confirmed, and it has been proved that self-confidence is a significant factor that facilitates the mastering of the speaking skill.
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    Investigating teachers' and students' atittudes about the role of cooperative learning in enhancing EFL learners' motivation
    (university of Oum-El-Bouaghi, 2015) Zine, Soraya; Guerfi, Soraya
    This study is intended to investigate teachers' and students' perspectives and beliefs concerning the role of cooperative learning in enhancing english as a foreign languagelearners' motivation in the classroom at Larbi Ben M'Hidi university, department of english. It aimed mainly to answer the following question: do EFL teachers and students find cooperative learning benificial and effective in enhancing learners' motivation. In order to check this relationship between cooperative learning approach and learners' motivation, we have hypothesized that EFL teachers and students have positive attitudes concerning the role of cooperative learning in improving learners motivation in the classroom. To verify our hypothesis, we have conducted two questionnaires as suitable tools for our research which were administered to both teachers and third year LMD students of the department of english at Larbi Ben M'Hidi university, who have been chosen randomly during the academic year 2014-2015. Teachers questionnaire was composed of seventeen questions administered to ten teachers of different modules and students' questionnaire was consisted of twenty questions presented to a group of forty five students. Both questionnaires dealt with the different aspects and issues of cooperative learning and its relationship with students' motivation in the class.The results of the present study revealed that cooperative learning can be considered as a motivational tool for EFL learners. That is to say, there is a positive and effective correlation between cooperative learning and students' motivation in the classroom. This study also proposed a number of suggestions and recommendations for future research.
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    Investigating teachers' and students' attitudes toward the role of audio-visual aids in minimizing EFL learners' anxiety in oral performance
    (university of Oum-El-Bouaghi, 2016) Kelkoul, Halima; Guerfi, Soraya
    The core of this dissertation seeks to investigate teachers' and students' attitudes toward the role of audiovisual aids in minimizing EFL learners' anxiety in oral performance. For the sake of confirming the hypothesis adopted in this study that both teachers and students will have positive attitudes towards the role of audiovisual aids in lessening EFL students' anxiety in oral performance. The method being used in this research is the descriptive one. This method attempts to depict the use of audiovisual aids as the independent variable and its effectiveness on minimizing student's anxiety in speaking skill as the dependent variable. The data of this research were collected through two questionnaires in which one is distributed to be filled by 50 second year LMD students in which 25 students from each class and the other for teachers who teach oral expression at english department of Oum-El-Bouaghi university. The results have demonstrated that teachers' and students' perspective hold positive attitudes regarding the learners implementation of audiovisual aids and its effectiveness in increasing students' self confidence and lessen their anxiety. In the light of the results, the earlier stated hypothesis was successfully confirmed in that teachers and students have positive attitudes towards the role of audiovisual aids (AVAs) in minimizing learners' anxiety in oral performance. We can deduce from the results of the questionnaire that students' use of audiovisual materials has an obvious and inarguable positive effect on areas of speaking skill, particularly increasing students' self confidence and minimizing their anxiety
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    Investigating teachers' and students' attitudes towards the role of histening products in enhancing EFL student's oral performance
    (university of Oum-El-Bouaghi, 2015) Belouafi, Meriem; Guerfi, Soraya
    The present study aims at investigating the role of listening products in enhancing EFL students' oral performance at the Department of english,Larbi Ben M'Hidi university. It is meant to answer the following question: Are oral expression teachers and second year LMD students in the department of english at Oum-El-Bouaghi university aware of the importance of listening products in enhancing EFL students' oral performance? In this research, a descriptive method is followed via two questionnaires. The first one is administered to a sample of ten oral expression teachers in the english department at Larbi Ben M'Hidi university, whereas the second one is addressed to second year LMD students at the same university. On the grounds of the data collected from both questionnaires, the results obtained have demonstrated that the listening materials can influence EFL students' oral performance. Therefore, all the teachers proved to be aware about the interconnection between the listening products and the improvement of the oral performance. Nearly all the students claimed to be conscious of the importance of exposing EFL students to spoken materials to improve their oral performance. On the basis of these findings, the research hypothesis has been confirmed.
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    Investigating teachers' and students' attitudes towards the use of humour as a pedagogical strategy to motivate EFL learners
    (university of Oum El Bouaghi, 2016) Maddi, Zina; Guerfi, Soraya
    This study attempts to investigate teachers' and students' attitudes toward the use of humour in motivating EFL learners in their classrooms to acquire the foreign language. So, in order to check the efficiency of humour and either to confirm or disconfirm the hypothesis two questionnaires were addressed to both EFL teachers and students. Teachers' questionnaire was given to (20) teachers and students' questionnaire was distributed to (70) students at the department of english at the university of Larbi Ben M'Hidi. The finding of both questionnaires revealed that success in learning a foreign language depends mainly on effective and well organized techniques, in addition to other factors that work together in order to build up learners' proficiency and competence in the target language. Incorporating humour in the learning of the foreign language sustains students' motivation and helps them to be active and ready to acquire the language. Besides, the results obtained from the two questionnaires indicate that the majority of EFL teachers and learners agreed on the powerful function of humour in EFL learning. However, few teachers preferred to be in a neutral position because humour may affect negatively the progress of learning. Thus, the hypothesis of the study is confirmed since the majority of the respondents favoured the use of humour to motivate first year EFL learners to learn the language.
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    Investigating teachers’ and students’ attitudes towards the role of online-reading on enhancing EFL learners’ vocabulary
    (university of Oum- El- Bouaghi, 2017) Reguig, Latifa; Guerfi, Soraya
    English vocabulary has always been an area of struggle where it stands as an obstacle to master a language. In light of vocabulary importance, the present study is carried out to investigate both teachers' and learners' attitudes towards the role of online-reading in enhancing English as a foreign language learners' vocabulary. In this respect, one main research hypothesis has been set forward that if learners read online, this will have a positive impact on their words' repertoire. In order to collect data for our study, two questionnaires have been designed. The first one was administered to 20 teachers and the second one was administered to 40 third year students at Larbi Ben M'Hidi University. On the basis of results obtained from both questionnaires confirmed our hypothesis, in the sense that, they agree that online-reading promotes vocabulary.
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    Investigating Teachers’ and Students’Attitudes towards the effect of semantic mapping technique on enhancing students’vocabulary retention
    (Oum-El-Bouaghi, 2020) Bouafia, Lamia; Guerfi, Soraya
    Vocabulary is the backbone of any language, acquiring and retaining it becomes a must for any learner of a language. Teachers are required to use adequate strategies that help improve the students' ability of retaining vocabulary. For this reason, semantic mapping is suggested as a technique that may aid the students to retain vocabulary. This study aims at investigating second year secondary school students and secondary school English teachers' attitudes towards the effect of using semantic mapping technique on students' vocabulary retention. It is hypothesized that second year secondary school students and secondary school English teachers as well have positive attitudes towards the use of semantic mapping technique on enhancing students'vocabulary retention. Initially, forty second year secondary school students and eight secondary school English teachers participated in this study. A descriptive method is used in which two questionnaires were administered to both students and teachers. The results indicated that most students and teachers have positive attitudes towards the use of semantic mapping in the retention of vocabulary.
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    Investigating the effect of using culture capsules on enhancing EFL students’ intercultural awareness
    (Oum-El-Bouaghi, 2020) Abbad, Manel Oumnia; Chibani, Imene; Guerfi, Soraya
    The process of learning English as a foreign language has come to be rigidly entrenched and mightily established with the concept of culture. In the light of this, it is presupposed that teaching a target language and its culture are indivisible. Thence, it became significant to own an intercultural awareness, within which the learner grasps not only his own culture but also the foreign one. On this line of thought, the present study strives to shed light on the impact of using the culture capsules technique on enhancing EFL learners' intercultural awareness. In doing so, the research has opted for the use of a mixed method. Namely, a cultural quiz as a test for 48 EFL students at Larbi Ben M'hidi University, and a questionnaire handed out online for 15 English teachers. As a matter of fact, the presented content of both test and questionnaire was merely about culture and cultural differences that exist between American, British and Algerian cultures. Eventually, the analysis of findings revealed that using culture capsules helps learners to be more aware about their culture as well foreign one(s). Regarding to these findings, the study provides some implications and suggestions despite the presence of some limitations.
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    Scrutinizing the challengesencountered by EFL students when writing their dissertations
    (University of Oum El Bouaghi, 2023) Gheladi, Amani; Hafnaoui, Hadia; Guerfi, Soraya
    The current study attempts to scrutinize the academic writing challenges encountered by Mastertwo EFL students during the preparation of their dissertation, determining the reasons behind these challenges and proposing possible solutions to overcome them. For this purpose, descriptive analytic research with qualitative approach was employed. To gather data,a student's 'questionnaire and a teachers' checklist were devised. The sample consisted of 48Master two students and 10 teachers of English department at Larbi Ben M'hidiuniversity. The main findings show that students face numerous challenges. They do not know what a dissertation is and how it has to be written. Students cannot find the right methodology to conduct their research. In addition, they have difficulties in getting help from their supervisors since the majority of participants believe that the time allocated for teaching academic writing is insufficient. Equally important, students find difficulty in coping with constant anxiety, which affects both the students and their academic work. The teachers' checklist indicates that most of EFL learners encounter problems in choosing the topic, collecting data, citing the references and sources they use to write the dissertation, also struggling with the mechanics of writing, they do not know how to use them correctly, this is due to lack of practice and writing. The pedagogical implications derived from the findings need to be considered by students, teachers, and syllabus designers.
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    Teachers' and students' attitudes towards the use of teachers' feedback in minimizing students'anxiety in oral performance
    (university of Oum-El-Bouaghi, 2015) Ferhat, Zineb; Guerfi, Soraya
    During many years researchers were interested in understanding the phenomena of anxiety and stress while learning the foreign language. Although many students have the desire and ambition to learn a new language, their disabilities to achieve a good level of efficacy in that language lead them to conclude that learning a second language is not an easy task at all and therefore it requires special abilities they do not often possess.students’ anxiety is still a problem which face students in classrooms especially when it comes to relationship with the teacher, because students at this point are no more an active part in the class ,instead their anxiety limit them from bringing up their best. This study brings the topic of anxiety in classrooms, as well as the teacher’s feedback to create a healthy and successful class environment in the sense that this feedback given by the teacher is considered as a tool to provide learners with self-esteem and confidence. This study embraces two questionnaires that were addressed to EFL teachers and learners for the sake of knowing what causes students to be anxious and what is the role of the teacher in order to reduce such feeling of anxiety and stress. From discussions of the results obtained from both teachers and learners questionnaires, it appears that students feel very anxious when they face any kind of oral task because they lack confidence in their abilities, and they get confused when explaining their ideas, also they dislike to receive comments from their classmates on their oral performance, hence; they prefer to keep silent and avoid any oral activities. Moreover; the results have shown that teachers’ feedback appeared to be a very effective tool in minimizing students'anxiety in oral performance, and boost up their motivation for more enthusiasm to speak the foreign language effectively and correctly. On the basis of these findings, a number of further suggestions were tackled. Besides, other pedagogical implications which can be used to ameliorate the process of learning FL which is mainly affected by such anxiety. Keywords: Anxiety, teachers’ feedback, oral performance, 2nd year EFL students
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    The Effect of using dual subtitled english video clips on improving EFL students’ vocabulary
    (University Of Oum El Bouaghi, 2019) Ziadi, Romaissa; Guerfi, Soraya
    Inevitably, vocabulary represents a pivotal element of language. For that reason, several researchers' pursuit is to find the expedient tool that smooths its learning. In essence, this current investigation is an attempt for highlighting the effect of using dual subtitled English video clips in boosting the EFL students' vocabulary and seeking the teachers' attitudes towards this technique. For these aims, two methodological tools, an experimental method and a teachers' questionnaire, were used. As the target population for the experimental study 38 first year LMD students at Larbi Ben M'hidi University of the academic year 2018- 2019 were selected. Randomly, the sample was picked presenting 19 students in each group, the experimental and the control groups; and oral expression teachers were selected as a sample of the questionnaire. The experimental group underwent a succession of sessions as a treatment that occurred between the pre-test and the post-test. It included three dual subtitled English video clips with the experimental group and the same but non-subtitled English video clips with the control group. Subsequently, the teachers' questionnaire is considered as a support of the main used method (the experiment) involving a set of questions detecting the teachers' views about using the dual subtitled English video clips. The obtained results revealed that there was an indisputable progress of the experimental results in the post-test. Thus, the alternative hypothesis, which stated that the learners who watch English video clips with dual subtitles would show a significant improvement in their vocabulary than those who watch English video clips without any subtitles, is confirmed. The teachers' questionnaire reported that they have negative attitudes towards using dual subtitled English video clips as a teaching vocabulary technique, but they showed positive attitudes towards using purely English video clips.
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    The Effects of retelling strategy on EFLstudents’ reading comprehension: the case of first year LMD students at Larbi Ben M’hidi University Oum El Bouaghi
    (University of Oum El Bouaghi, 2023) Brahimi, Chourouk; Guerfi, Soraya
    One of the crucial learning abilities is reading. It is a cognitive ability that helps students in acquiring foreign languages. The present research aims at investigating the effects of the retelling strategy on first year EFL students' reading comprehension at Larbi Ben M'hidi University, and to raise students' awareness towards retelling as reading strategy. In order to achieve these objectives a quasi-experimental method was adopted to establish cause and effect relationship among the variables, to test the hypotheses, and conduct statistical analysis of the data. 56 students were chosen as a sample divided into two groups. Both groups were pre-and post- tested, the experimental group received the treatment in which the students were engaged into reading comprehension tasks using retelling strategy. In contrast to those in the control group who were just asked to read and answer the questions without using any reading strategy. The findings obtained from the quantitative examination of the data collected revealed a significant effect of retelling strategy on the participants' reading comprehension. Consequently, retelling strategy should be supported in educational settings since it facilitates comprehension and interaction.
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    The Impact of using role play on fostering EFL Learners' oral performance
    (university of Oum El Bouaghi, 2016) Kherbouche, Abir; Guerfi, Soraya
    This piece of work is as a try, first of all, to figure out the impact of using role play technique on boosting the learners' oral performance, then, to know what hinder (s) the students' oral production. It seeks answers to the following questions: Does role play technique foster the EFL learners' oral performance Does implementing such a technique motivate the EFL learners Two groups that contain 46 second year LMD students at english department of Oum-El-Bouaghi university were randomly selected to work with in the second semester of the academic year 2015/2016. An experiment has been conducted to approach the questions set in the research where one of the groups received the treatment that was in the form of employing role play activities with the use of role cards. The second group was the controlled group who was needed to make a balance to the study and whose achievement is to be compared with the achievement of the former group after making the post-test. Two questionnaires were administered for both teachers and students to support the main method of the study which was the experiment and to find answers to other minor questions and especially the ones tied to the students' problems while talking and the way through which teachers detect their students' weaknesses. The results obtained revealed that no significant difference was found, on the one hand, between the students' oral performance in both the pretest and the post-test, on the other hand, between the achievement of both the controlled and the experimental group. While the questionnaire revealed that role play technique is still seen motivating to both learners and teachers, and paves the way for teachers to point out that it is easy for students' weaknesses to be noticed during performing the designed roles.