Browsing by Author "Hadj, Bouri"

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    An acoustic analysis of the pronunciation of the diphthong vowel AU
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Khelfi, Sihem; Lahreche, GhadaManel; Hadj, Bouri
    This research attempts to provide a descriptive analysis of EFL Algerian secondary schools pupils' pronunciation of the English diphthong /au/. It focuses mainly on whether there is an acoustic difference between male and female pronunciation of the sound /au/ at the level of first formant frequency (F1), second formant frequency (F2), and pitch. This research also seeks to answer the following questions: What is the difference between female and male formant frequency, pitch, and while uttering the diphthong /au/? What are the reasons behind EFL female learners pronouncing the diphthong /au/differently from male learners? And which sex can utter the diphthong /au/ in a more native-like manner? Participants were ten Algerian secondary school pupils; they were five males and five females. In the process of conducting this research, isolated words and a sentence containing the sound /au/ were used to record the sample. Praat software was used to measure acoustically the recordings. However, acoustic chart and statistical analysis were used to examine the significance of the treatment on the predictor variable (gender).
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    Teachers perception of the inspectors role and its effects on classroom performance assessor versus reflective practitioner
    (University of Oum El Bouaghi, 2023) Zeghoud, Tawfik; Moumene, Chawki; Hadj, Bouri
    Like many other roles of the inspector, the assessor/reflective variable has been investigated in the field of supervision: specifically, the dual role that poses a real dilemma for the inspector as a supervisor and for the teachers as advisee. Teachers expect the inspector to be a democratic leader (reflective friend), while the inspector's status, his job description, and requirements with in the educational hierarchy urges him to be a leader, exercising his authority privileging bureaucratic consideration .However, little interest has been given to explore the nature of the relationship between the inspector and its impact on the teacher's classroom performance. The current study was conducted to provide a better understanding of the nature of this relationship and its impact on teachers' development and its importance in the teaching training process. The prime aim of the research was to discover the reasons behind teachers' assumption that the inspector is merely an authoritative assessor .With in this research study we provide an overview of the current trends and practices in assessing teachers, raising important questions about the accuracy, fairness, and usefulness of these evaluations. We also examined recent supervision techniques, emphasizing the distinction between prescriptive and clinical supervision and their connections to teachers' professional development. The research work explores various alternative evaluation models. For data collection, a quantitative methodology was opted for. Using the likert scale of measurement. The study took place in Constantine schools including 90 teachers of English: primary middle and secondary school teachers with different profiles, newly appointed, principles, and trainers . The research focuses on four key issues: (I) coexistence of teacher development and judgment (2) supervision versus evaluation; (3) utility of evaluation in improving iv teaching; (4) the implementation of effective observation tools in conjunction with educative feedback for better teacher classroom performance .