Browsing by Author "Haddad, Amina"

Now showing 1 - 3 of 3
  • No Thumbnail Available
    Item
    A Corpus-based analysis of syntactic errors in students’ essays a descriptive study about the effect of syntactic knowledge that hinder the EFL students’ writing proficiency at Oum El Bouaghi
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Guessoum, Riheb; Harkat, Hadil; Haddad, Amina
    Writing is seen as a useful skill that requires practice, sufficient time, and significant effort to achieve better acquisition and become a skilled writer. The goal of this research is to describe and analyze the many types of syntactic errors made by third-year students, as well as the causes and effects of these errors on their writing skills. To accomplish this goal, a descriptive qualitative research methodology was used with third-year EFL students at Larbi Ben M’hidi University. an error analysis was performed on the classification essays written by 50 third-year students on four different subjects in order to determine the primary syntactic problems that third-year students struggle with. According to the conclusions of this study, students struggle with syntactic knowledge when writing, a struggle which has an impact on their works. In terms of frequency of occurrence of the previous, tense and subject verb agreement errors are the most prevalent while auxiliary verb and passive voice are less prevalent. Based on the findings, grammar lessons should be implemented in third year.
  • No Thumbnail Available
    Item
    Attitudes towards the use of multimedia technology in motivating EFL students
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Rouar, Ikram; Haddad, Amina
    In and out of the classroom, the use of technology has become an integral aspect of the teaching learning process. It is widely held that motivation and engagement are critical aspects in learning, particularly language learning. In specific, increased motivation can lead to the embattling of learners personal, cognitive, emotional, and behavioral sources, and hence to improved learning outcomes, with the advancement of digital technology and it's tools and applications can now be used both inside and outside the classroom, and in both formal and casual contexts to boost learner motivation, also language learning has benefited from the usage of technology. As one of the contexts for knowledge generation and skill performance, university appears to be an intriguing location where professors and learners alike appear to be engaged in a variety of activities where digital technology serve as a significant teaching and learning assistance. From this vantage point, one would argue that the use of multimedia technology in the teaching and learning process has become a must because students appear to be extremely motivated and engaged . Teachers should consider new and well effective approaches to improve foreign-language teaching or learning environment using multimedia technology students are predicted to be motivated in a technology-based class. To construct this work that aims to demonstrate the effectiveness of multimedia technologies in inspiring and motivating EFL students, a case study was conducted at the level of the department of English at the University of Oum El Bouaghi. Two research questionnaire are used as a tool in this study, one addressed to the third year of students, and the second one conducted to the teacher of foreign language to discover their opinion and attitudes on the efficacy of various multimedia tools in encouraging EFL learners. The information gathered is examined qualitatively and quantitatively. The study's practical result is an analysis of the data collected and the discussion of the main findings about the real affect of technology on learners motivation and formulates perspective and conclusions as a recommendations for a successful deployment of multimedia technology as a motivating tool/factor in order to provide an inspiring environment for both teachers and students.
  • No Thumbnail Available
    Item
    The Effectiveness of classroom management strategies in reducing learners’ disciplinary problems case study
    (Université Oum El Bouaghi, 2021) Tebabkha, Ikram; Boudefa, Amel; Haddad, Amina
    This current research paper is intended to investigate the effectiveness of classroom management strategies in reducing secondary school learners' discipline problems. The theoretical and practical contribution of this study also draws attention to the adolescents' needs involving their developmental changes. Those needs have got a crucial impact on their behaviour in classrooms. The general hypothesis on which the current study is based runs as follows: if effective Classroom Management Strategies are appropriately used, the learners' disciplinary problems will be gradually reduced. In order to investigate the aforementioned hypothesis, a total number of sixty (60) secondary school learners and thirty (30) English as a foreign language teachers participated in the research study via answering questionnaires. In addition, a classroom observation was conducted with nine EFL teachers at four secondary schools. The results of both questionnaires revealed that all the teachers encountered some undesirable behaviours during the lesson presentations. In addition both teachers and learners seemed aware of the fact that disciplinary issues might have a negative impact on classroom performance. Instructors strongly supported the idea that effective classroom management motivates learners and provides better learning. They also agreed that the implementation of effective classroom management strategies plays a vital role in establishing a non threatening learning environment by setting discipline. However, in practice, observation results showed that teachers' poor management of their classes resulted in the frequent presence of behaviour problems. Moreover, those teachers did not make good use of CMS in dealing with disciplinary issues. On the basis of these findings, English as a foreign language teachers need to set discipline through sufficient classroom management strategies taking the psychology of adolescents and other essential related factors into account.