Browsing by Author "Hamadouche, Mokhtar"

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    A Contrastive genre analysis study of dissertations’ general conclusions written by english native and non-native speakers
    (University of Oum El Bouaghi, 2023) Alalei, Anfel; Hamadouche, Mokhtar
    Many scholars and students agree that writing a thesis or a dissertation can be a difficult task, considering its importance as a requirement for graduation. The rhetorical structure employed in the conclusion section requires certain standards just like other sections of a thesis or dissertation to show the organization and clarity of their writings. Genre analysis studies have been done on the different parts of dissertation namely the abstract, the introduction, the discussion, and the result sections. However, only few contrastive genre studies have been done on the MA dissertation general conclusion section. In this regard, the aim of the current study is to carry out an analysis of the conclusion sections. rhetorical organization of MA degrees written by Algerian English graduates. majors at OEB University and American English graduates majors at Lowa State University and to explore the potential variation between the two groups. To carry out this study, Chen and Kuo.s(2012) model of writing conclusion chapter of applied linguistics MA dissertations is adopted. To conductthe contrastive genre analysis, a corpus of40 dissertations was randomly and separately analyzed. Furthermore, the rhetorical structure of moves with their sub moves were identified, analyzed and compared in terms of frequency, proportions and order of each move used in the two corpora to investigate the research questions furthermore. The findings revealed that the moves used by Native and Non-Native conclusions do not completely follow the Chen and Kuo.s (2012) model. Additionally, they comply the model of Chen and Kuo (2012) more than OEB students. However, the analysis revealed that both groups shared some similarities in terms of the frequency and the occurrence of the moves. The results from this study have some pedagogical implications for raising the EFL students. awareness about the rhetorical structure of the conclusion section.
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    A Corpus based genre analysis of MA dissertations general conclusion section: the case of didactics of foreign languages dissertations at Oum El Bouaghi University
    (University of Oum El Bouaghi, 2023) Hamlaoui, Abla; Hamadouche, Mokhtar
    Genre-based studies of the master's dissertation general conclusion sections are very few compared to the research article conclusion. The current study, thus, aims to do a genre analysis of 25 master general conclusion sections done by students at Oum El Bouaghi University in the field of didactics of foreign languages during the years 2017-2021. The analysis of each general conclusion was done manually, and the moves and sub-moves were identified separately. Furthermore, they were also analyzed at the level of form and content. The results show that students go about concluding their research using Yang and Allison's (2003) three-move structure model: summarizing the study, evaluating the study, and drawing deductions from the research. However, the moves and sub-moves employed differ considerately in the order in which they appeared and the frequency of each move; for instance, the most frequent move is move 1 (summarizing the study). All in all, the findings clearly show a disparity in the moves' and sub-moves' implementation, which helped in answering the research questions regarding whether the students applied a specific model in writing the general conclusion section or not.
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    A Thematic progression analysis of rhetorical moves in research article abstracts
    (University of Oum El Bouaghi, 2024) Rouina, Asma; Hamadouche, Mokhtar
    Due to its exceptionality as a stand-alone part-genre, writing a research article abstract has been an extensive area of research within the realm of genre analysis; yet, it has not received significant  academicattention in the Algerian context from the perspective of discourse analysis. Hence, the current research endeavors to uncover the Algerian academics’ rhetorical and thematic tendencies while writing a research article abstract. To meet the research aim, applying a qualitative descriptive research design, a preliminary corpus of 86 abstracts of applied linguistics articles written by Algerian academics between 2019 and 2023 was scrutinized in terms of rhetorical moves. After eliminating the abstracts that provide only one and two progression types a corpus of 37 abstracts was obtained and then analyzed. The analysis combined three models Hyland’s (2000), Halliday’s (1994), and Danes’s (1974). After analyzing the abstracts, the findings of the rhetorical move analysis indicate the predominance of both the introduction-purpose-method-product and introduction-purpose patterns with a similar frequency of occurrences (17,44% for each). However, the results of the thematic choice and thematic progression analysis surprisingly reveal the predominance of the ruptured no relationship progression pattern across the moves with a percentage of 61,98% besides some instances of the linear (23,97%) and constant progression (14,05%) patterns. These tendencies could be related to the authors' willingness to conform to the  abstract’s structural conventions to fit the publication requirements without paying attention to the appropriate choice and placing of Themes. Therefore, these findings recommend that academic writing syllabus designers integrate these two elements within the teaching courses in concordance with the genre knowledge to improve the students’ writing skill proficiency.
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    An Investigation of teachers’ and learners ‘attitudes towards the role of effective implementation of cooperative learning to reduce students’ anxiety
    (University of Oum El Bouaghi, 2018) Bettiche, Nour El Houda; Hamadouche, Mokhtar
    Anxiety plays a crucial role in foreign language learning because it is considered as a negative factor that may hinder the learning process, and an obstacle to achieving an adequate language proficiency.The present study is carried out to investigate both teachers' and students' attitudes towards the role of effective implementation of cooperative learning in reducing students' anxiety. In this respect, two questionnaires have been designed. The first one was administered to twenty teachers and the second to sixty third-year students at the Department of English, Larbi Ben M'hidi University - Oum El Bouaghi. The results obtained from both questionnairesshow that teachers and students have positive attitudes about the effectiveness of cooperative learningin reducing anxiety in the classroom. Eventually, it is recommended to implement cooperative in the different subjects taught at university. Furthermore, teachers are invited to develop more awareness about the different techniques of cooperative learning and the best ways to put them into practice inside the classroom.
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    An investigation of urban management students’ needs and perspectives regarding their ESP syllabus: the case of freshmen at Oum El Bouaghi University
    (University of Oum El Bouaghi, 2023) Berouag, Abla; Boumaaza, Hiba; Hamadouche, Mokhtar
    In the teaching-learning process of English for Specific Purposes (ESP), the syllabus is crucial since it outlines the courses' goals, objectives, and student needs. This study tends to determine the needs of first-year students in relation to the goal of suggesting an appropriate learner-based ESP Syllabus, since needs analysis is regarded as the most crucial element of it. Additionally, it aims to investigate the students' perspectives on the suggested syllabus. To achieve these aims, a pair of tools were adopted. Firstly, a questionnaire was administered to first-year students of Urban Management to identify their specific needs. Subsequently, through a focus group a new Syllabus was proposed based on the students' needs to express their opinions about it. The findings demonstrate that the learners were not satisfied with the previous ESP syllabus and they ask for a new one that gives importance to the productive skills without neglecting the perceived ones; in addition, it should cope with up to date topics and methods of teaching. In accord; The new ESP syllabus that was offered to those learners, gets a large acceptance and positive attitudes. The study's findings prompted the submission of a number of recommendations for adopting an ESP syllabus that satisfies the requirements, interests, and expectations of learners.
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    Attitude towards teachers' humorous personality impact students' anxiety in foreign language classroom
    (university of Oum-El-Bouaghi, 2016) Soltani, Bouchra; Hamadouche, Mokhtar
    Pour étudier une langue étrangère exige des conditions favorables appropriées à la réussite du processus de l'éducation et cela inclut les enseignants et leurs personnalités. Cette note traite de classe de l'anglais comme une langue étrangère réduit la tension, le stress, l'anxiété et améliore le climat de la classe et améliore la relation entre l'élève et l'enseignant, et facilite l'apprentissage et de réception. Et les élèves se sentent plus à l'aise et détendu dans la section d'apprentissage lors de l'utilisation d'humour. Notre hypothèse est que le sens de l'humour comme un tuteur personnel en anglais comme une langue étrangère dans la classe à réduire l'anxiété chez les étudiants. En fait, cette recherche est descriptive où il a utilisé des questionnaires aux enseignants et aux élèves. De l'avis de cette recherche que l'humour a un impact positif sur le développement de l'enseignement des langues dans la réduction de l'anxiété et de tension. Avec l'encouragement et de louange, et il doit être utilisé par les enseignants de langues étrangères pour rendre leurs classes plus intéressant.
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    Boosting foreign language vocabulary learning through anime
    (university of Oum- El- Bouaghi, 2017) Mammeri, Bouchra; Hamadouche, Mokhtar
    The greatest amount of vocabulary foreign language learners acquire comes from outside the classroom walls; TV programs, social media, books, etc. The teacher's responsibility to choose a felicitous material inside the classroom to enhance their learning and build up a sufficient quantity of vocabulary is also another source. Nevertheless, the selection of the material is the hardest task that came across the path of teaching. In this respect, the current investigation aspires to spotlight on the incorporation of "anime" into the EFL classroom. Correspondingly, a hypothesis is stated as "if anime is used as a learning/teaching material in EFL class, it would boost learners' foreign language vocabulary". In order to fulfill this objective, second-year students of English at Larbi Ben M'Hidi University were chosen as the sample of this study. The sample was divided into three groups; two experimental groups and a control one to mold "Solomon Three Group Experimental Design". The two experimental groups went through seven sessions of treatment, in which they watched a war anime series called "Code Geass: Lelouch of The Rebellion" which is full of political terminology; followed by a set of questions aiming at involving them in the process of watching. The first experimental group was exposed to the dubbed version, while the second was exposed to the subtitled one. The control group on the other side was taught vocabulary through the ordinary method. All the groups were pre- and post-tested. The results gained from this study showed that the integration of anime as a new method for teaching/learning has a considerable influence on boosting English learners' vocabulary. Further, it has drawn the distinction between dubbed and subtitled anime and brought to an end that dubbed anime is the most effective version. Therefore, it is recommended that anime has to be considered as a tool for teaching FL in the near future.
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    Developing EFL learners’ vocabulary learning and Retention through using english songs with lyrics
    (University of Oum El Bouaghi, 2018) Chouba, Wafa; Hamadouche, Mokhtar
    Developing an adequate vocabulary background is one of the main concerns of the second and foreign language learners. Accordingly, teachers must be concerned with adopting helpful teaching methods and techniques that would facilitates the process of vocabulary learning and retention. This study aims at investigating the effect of using songs with lyrics as a strategy on vocabulary learning in the case of second year pupils at Omar Ibn Elkhatab Middle School, Constantine. In order to test the hypothesis that introducing new vocabulary items via songs and lyrics would boost pupils' vocabulary learning and retention, a quasi- experimental design has been opted for both the experimental and the control group were pre-tested to record their performance before any treatment is given. The experimental group received a treatment of three songs related to the theme, me and my health; whereas the control group was taught conventionally. Afterwards, two post-tests were administered; the first by the end of the treatment to measure pupils progress through the implemented method, the other two weeks later to see if they still remember what they have learned. Results show that unlike the control group, the experimental group has recorded a statistically significance between the pre and post-test-results. In other words, using songs with lyrics has had a positive impact on pupils' vocabulary learning and retention. Eventually, it is recommended to implement such technique in teachers' every day practice to motivate learning and enhance their academic achievement.
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    Enhancing EFL students learning and retention of target language collocations through interactive websites
    (University of Oum El Bouaghi, 2023) Ghoues, Mohammed El Amin; Hamadouche, Mokhtar
    In the Algerian tertiary level syllabi, EFL vocabulary teaching is split up between different courses while relying mostly on undeliberate learning or learners' own efforts. Moreover, current teaching practices tend to consider the learning of word combinations of secondary importance. Therefore, learners' linguistic production will always remain crammed with idiosyncratic wording due their lack of knowledge about word combinations, particularly collocations. Despite the evolution and great potentialities of online interactive platforms in education, the use of basic platforms in most Algerian universities is still prevalent, which may, eventually, lead to learners' demotivation and disinterest in any item being taught. The main aim of the current research is to probe into the effectiveness of interactive websites vis-à-vis the conventional classes in teaching collocations. It is hypothesised that incorporating these online platforms will lead to better learning, retention and then eventually use of the target collocations. For the experimental design, 120 second-year EFL undergraduate students were randomly selected from Oum El Bouaghi University following the Solomon Four-Group Design while using different statistical measurements such as ANOVA, t-test, etc. The results corroborate the main research hypothesis in a sense that the experimental groups outperformed their counterparts in learning the target collocations achieving higher mean scores in the post-test: EG1 (44.5), EG2 (39.5), CG1 (34.9) and CG2 (30.1). Their retention has even improved in the tracer test with mean scores as follows: EG1 (46.6) and EG2 (40.7). The study therefore concluded that interactive platforms can play a vital role in increasing students' collocational competence, especially when there is instant feedback on their performance. Eventually, teachers should embrace the inclusion of online learning and raise students' awareness of the importance of learning collocations through interactivity. Dans les programmes algériens au niveau tertiaire, l'enseignement du vocabulaire s'étend sur de différents cours et les enseignants comptent principalement sur l'apprentissage non prémédité ou sur les propres efforts des apprenants. En outre, les méthodes d'enseignement les plus courantes tendent à accorder une importance secondaire à l'apprentissage des combinaisons de mots. Par conséquent, la production linguistique des apprenants restera toujours entassée de mots idiosyncrasiques en raison d'un manque de connaissances, en particulier en ce qui concerne les collocations. Malgré l'évolution et le grand potentiel des plates-formes interactives en ligne dans l'éducation, l'utilisation de plates-formes de base dans la plupart des universités algériennes est encore répandue, ce qui peut, à terme, conduire à la démotivation et au désintérêt des apprenants pour tout ce qui est enseigné. L'objectif principal de la recherche actuelle est d'étudier l'efficacité des sites Web interactifs vis-à-vis des classes conventionnelles dans l'enseignement des collocations. On suppose que l'intégration de sites Web interactifs en ligne permettrait d'améliorer l'apprentissage, la rétention et, finalement, l'utilisation des collocations. Les travaux de recherche actuels tentent d'explorer l'efficacité de ces plateformes dans l'enseignement de l'aspect cible. De façon expérimentale, 120 étudiants en deuxième année qui apprenaient l'anglais comme langue étrangère ont été sélectionnés au hasard à l'Université Oum El Bouaghi, suivant le plan à quatre groupes de Solomon, et plusieurs mesures statistiques telles que l'ANOVA, t-test, etc., ont été utilisées. Les résultats corroborent la principale hypothèse de recherche, à savoir que les groupes expérimentaux ont surpassé leurs homologues dans l'apprentissage des collocations cibles en obtenant des scores moyens plus élevés dans le post-test : EG1 (44,5), EG2 (39,5), CG1 (34,9) et CG2 (30,1). Leur rétention s'est même améliorée dans le test du traceur : EG1 (46,6) et EG2 (40,7). On pourrait conclure que les plateformes interactives peuvent jouer un rôle vital dans l'accroissement de la compétence collocative des étudiants, en particulier lorsqu'il y a un retour instantané sur leur performance. ? terme, les enseignants devraient adopter l'inclusion de l'apprentissage en ligne et sensibiliser les élèves à l'importance des collocations qu'ils pourraient apprendre par l'interactivité.
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    Exploring teachers’ and students’ attitudes towards E learning via the moodle platform
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Anchouche, Khaoula; Arroudj, Maroua; Hamadouche, Mokhtar
    E-learning has become widely used in the Algerian universities during the times of Covid-19. This caused a rapid and unplanned implementation of this new method of teaching and learning. This research aims at exploring teachers' and students' attitudes towards the use of E-learning via Moodle in the English Department at Oum El Bouaghi University. Moreover, it investigates the difficulties faced by both teachers and students when they use this platform in an attempt to improve its implementation. To fulfill the aims of this study,a descriptive qualitative method is adopted; two questionnaires are designed one for teachers and the other one for students. The target sample is 15 teachers and 62 first year master students. The results revealed that students and teachers believe that online learning is not appropriately implemented, as they feel that Moodle platform is used to deliver courses only by uploading and downloading lessons without using the other features of the platform like chat rooms to interact with their students. Furthermore, both teachers and learners encounter many difficulties when using Moodle mainly the lack of training and knowledge about the concept of online learning, the absence of technological instruments, and problems of internet connection. Organizing training sessions for teachers and students about the distinct features of Moodle and providing them with the necessary instruments are among the most important suggestions that will enhance the integration of E-learning via Moodle in the English Department at Oum El Bouaghi University.
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    Gender bias in hidden curricula an investigation of the content of algerian english textbooks from a gender equity perspective
    (university of Oum- El- Bouaghi, 2017) Kessar, Sara; Hamadouche, Mokhtar
    The momentousness of evaluating instructional materials has widely been recognized by applied linguists. Nevertheless, very meager inquiry was devoted to the analysis of the hidden aspects that might escort the formal curriculum, chiefly, gender bias that proved to have negative impacts on learners' perception of gender roles. Therefore, the present study was an attempt to satisfy two main aspirations. Foremost, it aims to analyze the visual and linguistic contents of the middle and secondary school textbooks, "Spotlight on English" and "Getting through" successively, from a gender equity perspective. The second objective has to do with gauging middle school teachers' awareness about gender biased patterns in Spotlight on English- Book Two. The evaluation is led through Porreca's adopted model as regards the linguistic aspects and an adapted framework elaborated particularly for the analysis of the visual content. Besides, a mixed method is followed wherein a quantitative analysis is carried out using the chi-square test to find out whether there is a statistical significant difference between woman and man in terms of the investigated categories. The qualitative analysis, however, is applied to data that are not applicable to statistical computation. In order to bring to completion the second objective, a questionnaire is addressed to middle school teachers of English at the level of the province of Oum El Bouaghi. The results obtained from the textbooks' analysis disclose that the examined textbooks represent a lopsided content in respect to gender perspective. Thus, the alternative hypothesis that states that middle and secondary school textbooks would represent both genders impartially by being male oriented was confirmed. As long as the questionnaire is concerned, teachers' responses unveil that there is a lack of consciousness about the unfair representation of woman and man in English textbooks. Eventually, these findings substantiate the second research hypothesis in a sense that middle school teachers would not be sufficiently aware of gender biased patterns in textbooks. Based on the research findings, the National ministry of education is highly recommended to improve both the quality of English textbooks and teachers' training programmes as regards gender issues.
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    Integrating project based learning to enhance students speaking skills in english as a foreign language: the case of second year students at the english department Oum El Bouaghi University
    (University of Oum El Bouaghi, 2023) Hachemi, Nour El Houda; Hamadouche, Mokhtar
    Enhancing students' speaking skills is of paramount importance in English language teaching, an area that is capturing an increased attention by teachers, educators and researchers. This has led to the integration and adaptation of various methods and strategies to scrutinize students' speaking skills, and project-based learning is one of these strategies. The main aim of this study is to investigate the influence of project-based learning in enhancing students' oral performance. To fulfill this aim, this research employed a mixed method approach, involving a sample of 40 students. Initially, a questionnaire was distributed to separate groups of participants. Following this, a focus group was formed, comprising eighteen students, who actively engaged in project-based learning activities. Within the focus group, these students had the opportunity to present their work and subsequently answer a questionnaire. The findings demonstrated that project-based learning had a significant positive impact on students' speaking ability, and positively influenced their motivation and interest. Project based learning is highly effective instructional approach that encourages students to improve their skills, engagement in the learning process.
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    Investigating EFL students’ First language impact on their use of English lexical collocations in writing
    (University Of Oum El Bouaghi, 2019) Sabegh, Baha Eddine; Hamadouche, Mokhtar
    Learning English (or pretty much any other language) entails learning its different skills which include speaking, listening, reading and writing with the latter being one of the most challenging if not the most challenging skill of all the others. First-year English majors at Oum El Bouaghi University were noticed to "involve" their mother tongue in terms of using some "unnatural" word combinations when writing in English. This study attempts to shed light on one particular difficulty that students face in writing that is the negative transfer of some lexical collocations from students' native language. To this end, 62 paragraphs written by first-year students were collected and analyzed to see if they turn to their mother tongue when tasked with a written assignment. With 45 first-language interference errors comprising 63,35 % of the total 71 errors committed, it is now confirmed that L1 interference lexical collocation errors not only occur in students' writing endeavors, but could also be a majority as compared to other types of errors. Since the mother tongue influence is one of the issues they usually come across in their language learning, EFL students are urged to read more (as well as listen) and immerse themselves fully in English so they would get used to its different structures and would not need to refer back to their mother tongue every time they face problems regarding proper English language use.
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    Investigating teachers' and students' attitude towards the use of social networks improving target language vocabulary
    (university of Oum El Bouaghi, 2016) Benaziza, Leila; Hamadouche, Mokhtar
    By many, the corner stone of mastering the foreign language is to have a rich repertoire of lexical items of that language. Furthermore, teaching and learning vocabulary can be a very challenging and time consuming process for both teachers and students. Thus, students adapt various strategies and approaches in order to improve their vocabulary knowledge. Eventually, the current study tends to explore teachers’ and students’ attitudes towards the use of social networks as one of the most recent tools that may help in improving the target language vocabulary. It is then hypothesized that social networking is effective in developing the learners’ vocabulary background. To investigate the hypothesis and to achieve the research aims, two questionnaires were administered one for the teachers and one for students at the English department, Larbi Ben M’Hidi University. In the light of the obtained results, it can be concluded that both teachers and learners consider social networks as an effective pedagogical technique to enhance students’ vocabulary knowledge. Subsequently, it is recommended that teachers seek the right mechanisms to adopt social networks in educational settings, so that students would develop the vocabulary background in a relaxing and entertaining atmosphere.
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    Investigating teachers’ and students’ perceptions towards implementing color-coded feedback to enhance EFL learners’ writing accuracy
    (Oum-El-Bouaghi, 2020) Ouksel, Mounira; Hamadouche, Mokhtar
    In any pedagogical setting, learners' errors and teachers' corrective feedback are closely related thus; they go hand in hand. Notwithstanding the issue of the (in) effectiveness of written corrective feedback (WCF) in EFL writing classes has been a debatable issue for a long time. Nowadays, however; the interest has shifted to how and what are the most effective techniques to provide written feedback that help learners in enhancing their writing accuracy without increasing their level of anxiety. Interestingly, the aim of this study is to investigate the effectiveness of implementing color-coded feedback on enhancing EFL learners' writing accuracy. In order to carry out this study, a descriptive method was applied in which two questionnaires have been used. The first one was given to both first and second-year students of English at Larbi Ben Mhidi University, Oum El Bouaghi. The second questionnaire was given to teachers of "written expression" at the same university. On the basis of the data gathered from both questionnaires, the findings showed that teachers and students did not appreciate providing/receiving feedback using the red pen. Furthermore, the findings go in the same direction of the research hypothesis that color-coded feedback is more effective than the traditional way in enhancing students' accuracy and that it motivates them and makes them receive critique on their writing more easily. In the same vein, we have deduced that students care about their teachers' feedback; yet, they appreciate their ego more than receiving feedback itself; thus, they dislike those methods which put them under pressure and raise their anxiety. For this reason, providing a suitable feedback that will have a positive effect on students' psyche is surely a bridge to a good writing results as colors function as a powerful information channel to the human cognitive system and have been found to play a significant role in enhancing memory performance, capture the attention (raise awareness) and retain the information; therefore, they should be considered as an alternative tool in providing written feedback to see their effectiveness.
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    Investigating the effectiveness of online games in vocabulary learning
    (university of Oum-El-Bouaghi, 2016) Derbouche, Assia; Hamadouche, Mokhtar
    Vocabulary learning has always been a challenging yet a very important task for second/ foreign language learning. On the light of vocabulary importance, the present dissertation attempts to investigate the effectiveness of online games in improving learners' target language vocabulary. In this respect, one main research hypothesis has been set forward that if learners play an online game then, this will have a positive impact on their vocabulary repertoire. For the sake of bringing relevant data to the present study and test the research hypothesis, both a qualitative and a quantitative methods have been opted for. An experiment design was conducted to investigate the extent to which the online games namely "criminal case" can improve learners' vocabulary. Then, a questionnaire was submitted to investigate participants' attitudes toward the use of criminal case in vocabulary learning. On the basis of the results and findings, the research hypothesis was confirmed in that using online games actually meet the requirements of a language learner to master the target language vocabulary in an enjoyable way. Therefore, it is recommended that teachers set the enjoyable learning conditions that online games bring and draw students' attention to such tools focusing on their educational value.
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    Investigating the effectiveness of the intensive use of audio-scripts in iImproving visually impaired students vocabulary
    (University Of Oum El Bouaghi, 2019) Harrath, Fatiha; Guerrah, Iman; Hamadouche, Mokhtar
    Visually impaired students face more difficulties while learning a foreign language compared to sighted ones, mainly due to the lack of visual input. When it comes to vocabulary learning, for instance, relying on visual aids (pictures, videos, maps...etc) is not an option. Accordingly, this study aims at providing evidence that visually impaired students can compensate for the vision handicap if they can make the best use of their other senses, especially listening. In other words, it aims to investigate the effectiveness of using audio script in boosting the acquisition of vocabulary of visual impairment. Furthermore, it seeks to sensitize teachers of visually impaired persons about the significance of their students' strong listening skill in order to adopt the right techniques and strategies of teaching. In order to achieve the aims of the study, an interview and a pre-experimental research design were opted for. The interview was conducted with four teachers of foreign languages from the centre of visually impaired to obtain in-depth knowledge about the teaching practices. Moreover, the pre-experimental study was conducted to measure students' progress. The interview results show that visually impaired teachers are familiar with their students' strong auditory abilities; however, they do not rely frequently on extensive listening as a teaching method basically because of the lack of tools and materials. Whereas, the experimental study results reveal that the intensive use of audio scripts has a significant effect in improving visually impaired students vocabulary acquisition. Based on the present study findings it is preferable to teach visually impaired students English vocabulary through the intensive use of audio-scripts.
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    Investigating the effects of audiovisual rhyming strategy on pupills' vocabulary retentation
    (University Of Oum El Bouaghi, 2018) Badis, Manel Meriem; Hamadouche, Mokhtar
    Learning new vocabulary items and making them long lasting is not an easy task to accomplish. For that sake numerous strategies and methods have been implemented. The present study aims at investigating the effects of audiovisual rhyming on Middle School pupils' target language vocabulary retention. It is, therefore, hypothesized that if the audiovisual rhyming strategy is implemented frequently and repeatedly in classrooms, pupils will retain vocabulary more effectively. Thirty-six second-year pupils have been chosen randomly from (140 pupils) enrolled at Beroual Houcine Middle School, Ain M'lila. The participants were equally divided into two groups: an experimental and a control. Both groups were pre-tested using four different activities about rhyming and vocabulary retention. Afterwards, the experimental group was exposed to audiovisual rhyming during the treatment period, unlike the control group which was taught routinely. Then, the two groups were post-tested using the same pre-test activities and targeted words, but changing the order of activities and association of words. The findings have revealed that the audiovisual rhyming strategy has a positive effect on pupils' vocabulary retention as the experimental group scored a statistically significant difference before and after the treatment when compared to the control group's results (t=10.692). As a consequence, audiovisual rhyming is recommended to be used as a strategy to make learners actively engaged in the lesson, since they are highly interested in the high-tech world.
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    Investigating the influence of the target culture on EFL learners' identity
    (Université Oum El Bouaghi, 2021) Ananna, Dina; Hamdi, Sandra; Hamadouche, Mokhtar
    Culture in foreign language classes has always been the concern of linguists, researchers, and teachers. Researchers such as Kramsch, Hymes and Brown have examined whether it should be taught explicitly or implicitly, whether it should be integrated in language classes or not, and whether the target culture has a positive or negative impact on identity among other concerns. This research aims at investigating the influence of the target culture on English as a foreign language learners? identity. A descriptive study is conducted to compare English majors to Law majors? identity traits to find out whether the target culture plays a role in shaping the identity of those studying its language in terms of beliefs, aptitude and personality. After analyzing and interpreting the findings, results have shown that English foreign language learners certainly have different identity traits than their peers of the same age and background studying a different major. Their identities are greatly affected in the matter of tolerance, independence, openness, autonomy as well as their taste in music; moreover, some aspects are fairly influenced such as learners? religious beliefs, artistic beliefs, in addition to their way of greeting. However, aspects like logical aptitude, motivation, tendencies to read, and their political beliefs about gender equality are not affected by the target culture. Students of English are impressed by the target culture's lifestyle and mindset, so they aspire to change their own culture which results in a change in their identities.
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    Students views towards the effects of blended learning on motivation
    (University of Oum El Bouaghi, 2023) Mameri, Asma; Zouaghi, Manar; Hamadouche, Mokhtar
    Due to the development of science and technology and their reflection on the field of education, blended learning occurred as a modern and up to date teaching and learning method that assures learning continuation, as well as offering a wider range of communication and information. The present research aims at exploring the attitude of students' towards the effects of blended learning on motivation in the English department at Oum El Bouaghi University and it also points to the effectiveness of e-learning and the use of technological devices in higher education. To fulfill the aims of this research, a descriptive quantitative method is adopted in which a designed questionnaire is administered to70 second-year Master students. The results show that the integration of blended learning and technological devices in the foreign language classes according to students' views is somehow an effective learning method that boosts students' motivation and academic proficiency. However, barriers remained as students continue to face many challenges in the matter of poor implementation of mixed learning and lack of appropriate training. Key words: Blended learning; Motivation; Effectiveness; Technology; Students’attitudes