Browsing by Author "Hadjeris, Fadhila"

Now showing 1 - 12 of 12
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    An Analysis physicians' english language needs
    (university of Oum-El-Bouaghi, 2016) Kebaili, Djemaa; Hadjeris, Fadhila
    This study aimed at finding out the academic and professional english language needs of algerian rheumatologists. Both quantitative and qualitative research methods have been adopted to meet our objectives. The questionnaires were designed to know the perceptions of the rheumatologists about the use of english language in medical contexts in Algeria. Beside abstracts published by Algerian rheumatologists in Eular Journals were analysed using error analysis procedure to investigate the linguistic problems that physicians, and rheumatologists in particular, face when writing papers in english. The results of the study indicate that Algerian rheumatologists need to improve their english reading skills. Moreover, the findings of the study reveal that common linguistic errors in the English abstracts written by rheumatologists.
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    Exploring the status of civic education in the algerian context a textbook evaluation “My Book Of English”
    (University Of Oum El Bouaghi, 2019) Abed Laziz, Hanen; Guellati, Nesrine; Hadjeris, Fadhila
    This study examines the current curriculum of english as a foreign language in the algerian context. More specifically, it focuses on civic education and the extent to which citizenship as significant topic is integrated in the eflcousebooks. The ultimate objective of this kind of education, whatever the discipline, would be fostering citizens who are capable of functioning in their societies in a positive way, individuals who contribute to the good of the country, or to humanity at large. Based on this principle, this study highlights the state of civic education in third year middle school efl coursebook and explores teachers? awareness of its importance. To reach this end, the researchers opted for two qualitative research instruments: an evaluation of third year middle school textbook "my english textbook" and a structured interview designed for efl teachers of 3rd year level.the data gathered from the textbook evaluation was the point of departure and upon which teacher's interview was structured, yet both instruments end up with the same fundings.the results revealed that despitethe existence of civic education notions in the efl curriculum, they are not effectively incorporated in the efl teaching process. Moreover,efl teachers tend to face different obstacles when implementating civic education notions, and thiscould be justified by the many negative points found in the algerian national cuuriculum in general and 3rd year middle school textbook in particular.in the light of the obtained results, a number of recommendations are put forward to improve the instruction of civic education knowledge, values and skills in efl classes to be be updated and bring up a well educated and civilized futurcitizens.
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    Investigating learn's reading comprehension a comperative study:teacher's reading aloud vs reading silently
    (university of Oum-El-Bouaghi, 2015) Ouchene, Hasna; Hadjeris, Fadhila
    The current study is designed to investigate the effectsof teachers' reading aloud strategy on learners' reading comprehension.To achieve this aim, we carried out a comparative study between the effects of teachers' reading aloud strategy and silent mode of reading on fourth year middle school pupils at Baaziz Aboud School, Ain Kercha. To fulfill the purpose of this study, a quasi-experimental research design was conducted. Two groupswere randomly assigned as an experimental and a control group. The participants were pre-tested through using a text with reading comprehension questions to have an idea about their current level. After the treatment period, they received a post-test, which was identical to the pre-test. The scores of the participants (experimental and control group) were compared. The results indicate that teachers' reading aloud strategy has a better effect on learners' reading comprehension than the silent mode of reading.
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    Investigating teacher's and pupils attitudes towards improving vocabulary through collaborative learning
    (university of Oum-El-Bouaghi, 2015) Meguettaa, Nesma; Hadjeris, Fadhila
    Vocabulary through collaborative learning. It also attempts to highlight the importance and the benefits of collaborative learning in EFL classes in the light of learner- centered approach. The basic hypothesis set out is that most of EFL teachers do emphasize on collaborative learning in their teaching methodology, because it could help learners to improve their vocabulary. The method of this research work is descriptive. That is, it aims to describe two variables: collaborative learning as the independent variable and its role in The present study aims at investigatingteachers' and pupils' attitudes towards improving improving pupils' vocabulary as the dependent variable. The data were gathered through interviews for middle school teachers and questionnaires designed to fourth year middle school pupils at different middle schools situated in the region of HanchirToumghani, Oum-El-Bouaghi. The results have shown that collaborative learning is much used by teachers due to its undeniable contribution in EFL learning in general and improving vocabulary in particular. This study has certainly its limitations, but its findings revealed interesting implications for middle school teachers. However, future research should be done experimentally to test out the applicability of the findings to a larger population of subjects.
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    Investigating the effectiveness of cooperative learning in enriching student's technical vocabulary during translation activities
    (university of Oum-El-Bouaghi, 2016) Zinai, Wafa; Hadjeris, Fadhila
    Language learning is a complex process where vocabulary acquisition is important. Generally speaking, vocabulary learning/ teaching is a challenging task for teachers because it demands the selection of the appropriate method or technique in order to achieve the required objectives The instruction of such aspect becomes more complicated when english is taught to other specialties where learners suffer from the problem of learning the terms related to their field of study as they cannot retrieve them whenever needed. On the basis of this view, the present study aims at facilitating this task by integrating a new approach called cooperative language learning. To investigate the effectiveness of cooperative language learning in teaching technical vocabulary, firstly, an experimental method is used with a quasi-experimental design. The participants were fifty LMD students of biology department at Larbi Ben M'Hidi University, Oum-El-Bouaghi. They were divided into two groups: the control group and the experimental group. The two groups were pre-tested in the first meeting by administering a test that consists of four different vocabulary activities. Then, both groups received the treatment in which the control group members were taught technical vocabulary by their teacher following the ordinary method (direct translation), whereas, the experimental group members were exposed to cooperative language learning (Jigsaw I) as an alternative approach to facilitate technical vocabulary learning. After that, a post-test was administered and it was the same as the pre-test. The findings of the study support the use of cooperative language learning as an effective approach in comparison with the traditional one. These positive results encourage the ESP teachers to change the traditional technique (translation) for the most effective one cooperative language learning.
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    Investigating the effectiveness of using games in teaching pronouns
    (university of Oum-El-Bouaghi, 2016) Khelifi, Ibtissam; Hadjeris, Fadhila
    This study is conducted with the aim of finding out the impact of grammatical activities based on games on the mastery of English pronouns. In our research, we hypothesized that games may have either positive or negative effects on teaching Pronouns. In order to confirm or reject this hypothesis, we carried out an experiment with first year EFL students at Larbi Ben M'Hidi university, Oum-El-Bouaghi. The sample of the study is composed of 60 students who were divided into two different groups. The first group was taught pronouns by the use of games, whereas the second group was instructed by following the deductive approach. Both groups were pre-tested and post-tested. The results derived from the post-test proved that educational games contribute in enhancing the students' mastery of pronouns. Consequently, some suggestions and pedagogical implications are designed for EFL teachers on the basis of the study findings.
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    Rethinking EFL teachers’ and students’ perceptions toward the testing process
    (university of Oum- El- Bouaghi, 2017) Laiche, Soumia; Hadjeris, Fadhila
    This study is conducted with aim of finding out EFL teachers' and students' perceptions of the testing process. More specifically, a comparison of two main types of tests: Multiple-Choice Questions tests and essay test have been carried out in view of determining the most appropriate test that is more likely to measure students' skill and abilities and reflects their real levels. To this end, a survey method is opted to gather data through two questionnaires designed and administered to first year masters' students of " Didactique des Langues ?trangères " an teachers of the same students at Larbi Ben M'hidi university, Oum El Bouaghi, during the academic year 2016-2017. The analysis of the results reveals that the use of essay tests is more appropriate to obtain reliable results that reflect students' real level.
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    Teacher's and learner's attitudes towards the role of short stories in enriching vocabulary knowledge of EFLlearner's
    (university of Oum El Bouaghi, 2016) Gouami, Ilham; Hadjeris, Fadhila
    This study aims at shedding light on teachers and learners attitudes towards the role of short stories in enriching vocabulary knowledge of EFL learners at Mila university Center. We hypothesized that incorporating short stories in an EFL class plays a considerable role in enriching the learners vocabulary knowledge. Two questionnaires have been delivered to both english teachers and learners to find out their attitudes towards the use of short stories as a technique for teaching vocabulary. The results obtained reveal that short stories do not only help learners to enrich their vocabulary knowledge, but also to develop their different language skills. Short stories have many benefits concerning learners motivation, understanding of literature and raising their cultural awareness. The results also revealed that both teachers and learners agree on the fact that having a considerable amount of vocabulary help learners communicate and express themselves effectively. Therefore, the results demonstrate in general that integrating short stories in the EFL class make the teaching/ learning process easier and more enjoyable.
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    The effect of the explicit instruction of refusal strategies in fostering EFL learners’ pragmatic competence
    (university of Oum- El- Bouaghi, 2017) Djouani, Saida; Hadjeris, Fadhila
    This study strives to find out the significance of the explicit instruction of "refusal" speech act and its impact on fostering EFL learners? pragmatic competence. To this end, a total number of 44 master one students of DLE at Larbi Ben M?hidi University constitutes the sample of the study. Following a quasi-experimental approach, the participants are divided equally into two intact groups (the control and the experimental group). Before injecting any treatment, both groups have undertaken a written Discourse Completion Test. Shortly after, the control group has learned in a traditional way and it was provided with a general idea about speech acts, whereas the experimental group was exposed to refusal strategies that come as a response to invitations and requests through the use of explicit instruction. The statistical analysis of data was based on the independent t-test and the paired t-test. The findings indicate that the experimental group outperformed than the control group. Therefore, the study has contributed to the claim that the instruction of refusals is more likely to enhance the pragmatic ability of foreign language learners.
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    The Effect of think-pair-share teaching strategy on enhancing EFL learners vocabulary
    (University Of Oum El Bouaghi, 2019) Abrane, Lamis; Mebdoua, Khanssa; Hadjeris, Fadhila
    Alongside the development of language teaching methodologies and approaches, vocabulary has become an important aspect in foreign language teaching and learning. As a result, teachers opted for cooperative learning as an alternative strategy to facilitate students' academic development and improve their learning skills throughout the implementation of group work in their classrooms. Accordingly, this study focuses on Think-Pair-Share strategy and its effectiveness in improving students' vocabulary. To this end, an experimental design was conducted to examine the cause-effect relationship between the two variables. Thus, second year pupils at Chikh Lakhdher Boukeffa secondary school, Ain Bieda, were selected as the target population. Two groups of twenty five students were divided into the experimental and control groups. They were pre-tested to record their performance before any treatment is given. The experimental group received the treatment in which Think-pair-share strategy is applied. As the final step, both groups were post-tested in the same way they were pre-tested. The findings show that Think-Pair-Share strategy was significantly effective in improving learners' vocabulary. Ultimately, it is recommended for teachers to use this strategy not only to enhance learners' vocabulary but also to engage and motivate them.
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    The Effectiveness of keeping a diary in improving EFL students' vocabulary achievement
    (university of Oum-El-Bouaghi, 2015) Merzoug, Bourhan Eddine; Hadjeris, Fadhila
    This research aims at investigating the effectiveness of keeping a diary as a learning technique in improving EFL learners' knowledge of English vocabulary. It also seeks to know the perceptions and viewpoints of teachers and students towards this technique. In this respect, the learner-centered method can be applied to our study in which the learner can practise diaries to improve their knowledge of vocabulary. As a first step, we put forward one main hypothesis: If EFL learners write diaries, their level of vocabulary would be improved. It is believed that vocabulary is something that can be achieved through practice; Students do not wait for their teachers to teach them new words. To achieve such an aim, we opted for a combination of qualitative and quantitative research methods, which include an experimental study and questionnaires. First, we have conducted an experiment to see the extent to which writing diaries have helped leaners in improving their vocabulary knowledge. Second, we have used the teachers' and students' questionnaires to investigate their attitudes towards the effectiveness of using diaries as a vocabulary learning technique. The analysis of the experiment showed that using diaries as a learning vocabulary technique can be very effective in improving students' knowledge of vocabulary. The analysis of the questionnaires indicates that teachers and students showed very positive attitudes towards this technique. All teachers and students agree that writing diaries can be used as a technique for improving EFL learners' vocabulary knowledge. Accordingly, it is recommended that diaries should be incorporated in the teaching materials.
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    The Role of EFL teachers' oral corrective feedback in enhancing students' engagement
    (university of Oum-El-Bouaghi, 2015) Tadranet, Meriem; Hadjeris, Fadhila
    During EFL classes, teachers usually use many ways to help their students in improving their learning. oral corrective Feedback then, is one way teachers are supposed to use in order to correct students' errors. This dissertation aims at finding out whether oral corrective Feedback enhances students' engagement positively or negatively. We hypothesized that oral corrective Feedback enhances positively students engagement. To achieve such an aim, a descriptive study was applied at Larbi Ben M'hidi university, Departement of english in which we directed questionnaires to students and teachers of first year license. The analysis of the questionnaires confirms our hypothesis and indicates that both students and teachers are aware of the importance of Oral Corrective Feedback in EFL classes. Accordingly, it is recommended that Oral Corrective Feedback and Students' Engagement should be deeply studied in the next researches.