Browsing by Author "Khaldi, Hafida"
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Item Investigating teachers' and pupils' attitudes towards the role of critical pedagogy in minimizing EFL pupils' misbehavIior(university of Oum-El-Bouaghi, 2015) Zeddam, Hamida; Khaldi, HafidaThis current study investigates secondary school teachers' and learners' attitudes on the role of critical pedagogy to minimize misbehavior. It also examines the different types of classroom maladaptive behavior in secondary schools. Since these issues are psychological in nature, questionnaires are used the most reliable instrument to collect data. Thus, two questionnaires have been administered to both teachers and students. Regarding the findings of the two questionnaires, the most evident sources of disruptive behavior are chatter and gossip, shuffling of feet, unnecessary coughing, and moving chairs. However, the different types of inappropriate behaviors are, students' talking out of turn, students' get out of seat, unnecessary noise, verbal abuse, failure to do the assignments, unpunctuality and tardiness. These results also revealed some of the prominent reasons of such kind of misbehavior in classrooms which include seeking attention, learning difficulties, confusion and boring lessons, classroom's strict rules and the absence of classroom dialogue. In addition to that, it exhibits the positive role of applying and adopting critical pedagogy's concepts of humanization, companionship, liberation and dialogue to minimize misbehavior and foster positive relationship between teachers and students. Therefore, in the light of these findings, pedagogical implications are set forward to teachers, students, all agents in educational institutions and in higher positions in order to adopt this notion and to consider its critical purposes and positive impact towards minimizing classroom misbehavior.Item Investigating the effect of the teacher's written formative feedback on EFL learners' written production(university of Oum-El-Bouaghi, 2015) Belkhiri, Sana; Khaldi, HafidaThe present research work intended to examine the cause and effect relationship between the teachers' written formative feedback and EFL learners' written production, a control group, pretest-posttest design was carried out. A sample of 39-second year english students at the department of english at L'arbi Ben M'Hidi university took part in this research. A total of 23 subjects were nominated to the experimental group while 16 participants were assigned to the control group. The former received formative feedback on the pieces of writing they produce whereas the latter had been exposed to summative commentaries. Subjects of both groups were pre and post tested in order to compare their writing performance before and after the treatment period. Descriptive statistical analysis depicted a noticeable improvement on the part of the experimental group subjects. On the other hand, the control group elucidated no improvement. Inferential statistics ratified this result attributing the experimental group development to the manipulation of the independent variable with 0.01 probability of chance.Item Investigating the effects of adopting the "counselling-lerarning" method in private schools on improving EFL adult learners(university of Oum-El-Bouaghi, 2015) Zaimi, Amina; Khaldi, HafidaThis thesis investigates the effects of adopting the counselling- learning method in private schools on improving EFL adult learners communicative competence. This thesis is conducted using a quasi- experimental design with the collaborative involvement of already assembled two groups of subjects at ARAM School in Oum-El-Bouaghi city. Importantly, both groups have been pre-and post- tested after a treatment period of seven sessions to assess their oral communicative competence.The results gained from the statistical analysis of the data show that the adoption of the counselling- leaning method in private schools improve EFL adult learners' communicative competence.Item Investigating the efficacy of using songs lyrics and music on the learners acquisitions' of new vocabulary in oral expression(university of Oum-El-Bouaghi, 2013) Grazza, Hanane; Khaldi, HafidaFor language educators and practitioners, how to effectively teach english vocabulary to learners has long been a crucial concern issue.Students' interest might be regarded as the most essential element to be taken into account for achieving a more successful teaching and learning of english. unfortunately, creating an enjoyable learning is a challenge for teachers. One way to raise the students' interest is by using songs, which will consequently promote learning english. Accordingly, the objective of this study was to analyze the implementation of the use of songs for teaching vocabulary to first year university students.It was also an attempt to investigate the students' response toward the use of songs in teaching and learning process. A control group and an experimental one were selected to be the subjects of this study. The data were obtained through conducting a quasi-experimental study. Then, they were analyzed and reported descriptively. The results of the study reveal that songs can be used effectively to improve students' english vocabulary through several ways. First, songs are used as warming up activities. Second, songs should be presented repeatedly. Third, the teacher should do follow up activities such as giving vocabulary quizzes orally. The study also showed that the majority of students were interested in learning english vocabulary through songs. These results indicate that, by using songs, the students tend to be more active in the teaching and learning process especially when it comes to the acquisition of new vocabulary.Item Investigating the relationship between an extravert Introvert character and EFL Learners' academic achievement in written exams' results(university of Oum-El-Bouaghi, 2015) Ouchenne, Sabrina; Khaldi, HafidaFor this purpose, 56 fourth year Middle school students were selected. Students' personality type was determined by means of Eysenck's Personality Questionnaire This study attempts to investigate the probable existence of a relationship between personality Revised-Short form edition (EPQR-Sh). Then, the researcher corrected again students' two exams and two tests' papers. To prove whether there is a relationship between the two variables or not, a 'correlational research design' procedure was followed. The correlational coefficient (Pearson r) was calculated, in addition to the analysis of the figures. The results of this study indicate that the extravert personality character is proved to have a moderate negative correlation with Middle school students' results in written exams. Whereas, introverts proved to have a moderate positive correlation.Item Investigating the teachers' and students' attitudes about the role of billingual/ monolingual dictionaries in the correct acquisition of english words(university of Oum-El-Bouaghi, 2015) Achi, Djihed; Khaldi, HafidaThe basic aim of this dissertation is to investigate the teachers' and students' attitudes concerning the role of bilingual and monolingual dictionaries in the correct acquisition of english words. It is based on two questionnaires and a Dictionary Effectiveness. Test as methods that were assigned for students and teachers in Larbi Ben M'Hidi university in Oum-El-Bouaghi. The questionnaires' findings underline that both teachers and students prefer using the monolingual dictionary. Practically, the DET results underline the effectiveness of the bilingual dictionary in different types of lexical tasks. The main conclusion to be drawn from this work is that both bilingual and monolingual dictionaries are effective in the correct acquisition of english words. In some cases the bilingual dictionary does what the monolingual dictionary cannot do depending on the lexical task beforehand and vice versa.Item Minimizing the learners' anxiety and promoting their oral performance through power point report presentation(university of Oum-El-Bouaghi, 2013) Benezzar, Asma; Khaldi, HafidaThis present study investigates third year LMD students' anxiety especially when it isrelated to the oral presentation. It also examines the factors responsible of their apprehension. Besides, it suggests the use of the PowerPoint report presentation as an alternative tool in order to minimize their stress and improve their oral performance. Since this current variable is a psychological issue, we resort to the use of questionnaires to collect the relevant data. Thus, our study adopted a qualitative research method of which two questionnaires have been administered to both teachers and learners, and the students were supplied with an additional questionnaire which is the Foreign Language classroom anxiety scale (FLCAS) to assess their anxiety level. Concerning the findings, it revealed that the fear of negative evaluation of the teachers and the peers have been the significant source of the learners' anxiety. However, when it is related to their oral presentation apprehension, it derives mostly from their negative self-esteem because they find difficulties in explaining and organizing the intricate ideas that contribute to confusion, frustration, communication breakdowns, which in turn, lead them to be misunderstood. In addition to that, it exhibited the positive impact of the PowerPoint software on the students' anxiety level and crucially on their oral performance. On the basis of these findings, pedagogical implications are suggested to students, instructors, and the academic administrations in order to facilitate the learners' learning process by reducing their anxiety that was proved to have detrimental effects on their performance and achievements.Item The Effect of explicit instruction on minimizing learners' negative transfer(university of Oum-El-Bouaghi, 2013) Ghennai, Siham; Khaldi, HafidaThis study aims at investigating the effect of explicit instruction on minimizing the negative transfer of the english prepositions: at, on and by, in the case of first year LMD students at the department of english, at Larbi Ben M'Hidi university, Oum-El-Bouaghi. for the purpose of examining our hypothesis, a quasi-experiment was conducted, in which two pre-existing groups were randomly selected as the experimental and control group. While, subjects from the experimental group received explicit explanation and description of the target structures with enough exercises and practice (explicit instruction), the control group received implicit instruction about the target structures, i.e, they were presented with different comprehensible texts containing english prepositions (at, on and by in particular). As the quasi experiment requires a pre-test was administered, in which participants were tested through a fill-in the blanks test to check their current knowledge and level in the use of the target prepositions. After the treatment period, a post-test (the same as the pre-test) was administered. The results obtained from a paired-samples and an independent-samples t test show that explicit instruction was the most significant factor in improving the learners' knowledge of the english prepositions. At the end of the research, it was concluded that there is a possibility where explicit instruction can have a more powerful and significant effect on minimizing the learners' negative transfer of the english prepositions (at, on and by).Item The Effect of using crossword puzzles on vocabulary acquisition the case of adjectives(university of Oum-El-Bouaghi, 2015) Delhami, Hanine; Khaldi, HafidaThe current study aims at examining the effect of using crossword puzzles on vocabulary acquisition - the case of adjectives-, at Abed El Madjid Saoudi secondary school in Ain Fakroun. An experimental design is carried out to answer the research question and to examine the stated hypotheses. The thirty chosen participants were assigned to two groups of fifteen (15). A pre-test was administered to both groups. The experimental group was taught using the crossword puzzles, whereas the control group was taught using the traditional method of teaching. After the treatment period that was eight sessions, both groups received a post-test. In the light of these results, the research hypothesis is accepted. Therefore, the crossword puzzles are an effective and efficient tool in teaching foreign language's vocabulary especially adjectives.Item The Effectiveness of using visual aids' flashcards' in teaching new vocabulary to pupils of middle school(university of Oum-El-Bouaghi, 2014) Makhloufi, Hayat; Khaldi, HafidaThe present study intended to examine the effect of using visual aids mainly, flashcards on the teaching of new vocabulary to pupils of middle school. To achieve this end, fifty six (56) pupils of third year level were chosen from the population of El Djadida Middle School in Oum-El-Bouaghi as participants of this study. The selected sample was divided into two groups, an experimental group and a control one. For the purpose of manipulating the effect of the independent variable "using flashcards" on the dependent variable "teaching new vocabulary", we applied an experimental design to examine our hypothesis. Firstly, a pre-test which comprised six main multiple choice activities was administered to both groups in order to determine the pupils' background knowledge of vocabulary. Then, each group has received treatment as the experiment procedure requires but with different teaching techniques, i.e., the experimental group was taught through using different kinds of flashcards whereas the control group was taught following only the teacher's instruction and explanation. After the treatment period (eight weeks), a post-test was administered to both groups. After collecting and analyzing the required results depending on the paired -sample t-test and the independent one, we have deduced that flashcards have a positive effect on the teaching of new vocabulary regarding the pupils' best performance in the post test, i.e., after treatment. In addition, we realized that there was a significant difference between both groups because the control group have not recorded improvement as the experimental group have. So, we can validate our hypothesis and conclude that flashcards enhance the teaching of new vocabulary because it increases their memorization, acquisition, and comprehension.Item The Impact of socio-cultural factors on learning english as a foreign language in algerian rural secondary schools(Constantine university, 2001) Khaldi, Hafida; Zahri, HarouniThe present thesis is a total of five chapters aiming at investigating the socio-cultural background of 3 AS pupils in learning english in some Algerian rural areas. The socio-cultural background of the pupils is at the very core of this study and thus success factors of learning english as a foreign language .are examined from a socio-cultural vantage.The process of socialization, therefore, plays a considérable rôle in shaping the leamers’ own experience in différent fields espècially in that of F.L learning . It starts at home and extends to later stages of life as the individual steps out to the world of peers in the neighbourhood and at school. So, in ail these social institutions, the leamer is exposed to many experiences that may influence his learning either positively or negatively. First, at home, the family’s economic and educational status affects the socialization pf the leamer by preparing him/her from the early days of childhood to meet the expectations of school life , in our case, the learning of foreign languages mainly english. Second, the impact of the surrounding environment and school on socialization is of primary importance since it is there where; young leamers pick up more and more social and cultural views that can hinder or enhance theikleafning. Through a questionnaire administered to a hundred and eighty 3 AS pupils belonging to différent streams of study and another to fourty teachers of english, this work has been conducted. The results of this study attempt to show that pupils living in culturally and economically impoverished environments tend to score low attainment levels in english. This failure is not only due to the home but also to a host of factors mainly the neighbourhood and school as well.Item The Importance of the contextual-guessing strategy in facilitating the students' reading comprehension(university of Oum-El-Bouaghi, 2014) Bounab, Samira; Khaldi, HafidaReading is a platform for developing the other skills: speaking, writing, and listening. It is the source of vocabulary knowledge enlargement. However, it was given a little interest in the english department at Larbi Ben M'Hidi university, Oum-El-Bouaghi. This affects the learners' awareness towards the significance of this skill in learning a foreign language. Most students find reading difficult due to their lack of vocabulary knowledge. That is to say, encountering vocabulary problems may affect their reading comprehension which is in return the ultimate goal behind reading. Therefore, to facilitate this skill, i.e, "reading comprehension" for students; it is important to adopt certain strategies to deal with these problems. In fact, many studies have shown that the contextual-guessing strategy is among the most important strategies that can help students to read and comprehend better. For this reason, our aim in this dissertation is to know about the students and teachers' perceptions concerning the importance of this strategy and to see to what extent it may help learners to develop their reading comprehension. Therefore, to accomplish this study, we administered two questionnaires. The first one was given to sixty third year LMD students in the english department at Larbi Ben M'Hidi university, during the academic year 2013/2014. Our aim is to get insights about students' views concerning reading comprehension, vocabulary problems, and the importance of the contextual-guessing strategy to deal with the impeding factors in order to facilitate their reading comprehension. The second questionnaire was administered to fifteen (15) teachers of the same department. It aims at checking their responses regarding their students' reading comprehension difficulties, and the importance of the contextual-guessing strategy in facilitating this skill and helping them to deal with the vocabulary-related problems. The obtained results in this study confirm our hypothesis that the contextual-guessing strategy facilitates the students' reading comprehension. Therefore, the study also proposed a number of recommendations.Item The Influence of background knowledge on the listening comprehension(university of Oum-El-Bouaghi, 2013) Hmaizia, Abd-El-Wadoud; Khaldi, HafidaThis study investigates the effect of EFL/ESL culture-based topic familiarity on the learners' istening comprehension ability when they listen to it. A quasi-experimental design study was conducted at the the english department of Larbi Ben M’Hidi university in order to see if familiarity with culture-based topic helps learners comprehend better after exposing them to such material. One english language instructor taught the experimental and control group and 47 first year students participated in the study. A test was administered as pre-and-posttests to probe the learners' performance on listening comprehension before and after the treatment applied to the experimental group. The pretest revealed no statistical difference between the two groups' performance. The treatment started and continued for 1 week. The experimental group learners were exposed to some aspects of the target culture topics selected from the Northstar : Listening and Speaking Advanced 2nd edition textbook. The control group learners were taught in the classical way. Both groups took the the post-test. The findings show thatthe experimental group learners' general and culture-based listening comprehension improved significantly. The control group learners' general listening comprehension improved.however, this improvement is statistically lower than the experimental group's improvement. The control group learners' culture-based listening comprehension did not statistically improve. The experimental group learners' significant improvement might be attributed to exposing them to culture-related topics which were unfamiliar in advance. It is concluded that familiarity with the target language culture has a pivotal role in facilitating comprehension of aural input.Item The Role of autonomous learning in raising EFL learners'intrinsic motivation(university of Oum-El-Bouaghi, 2014) Selougui, Soumia; Khaldi, HafidaThe present research tackles the issue of implementing autonomous learning in the algerian classrooms. More specifically, it seeks to examine the students' attitudes towards independent learning as well as the teachers' views about the way should autonomous learning be incorporated in the EFL settings. It aims also at investigating whether autonomous learning can raise the english Foreign Language learners' intrinsic motivation at the department of english Oum-El-Bouaghi. Therefore, it is an attempt to collect data about this issue. Two questionnaires are submitted to both english teachers and third year LMD students in order to gather the necessary information about the role of autonomous learning in raising EFL learners' intrinsic motivation. The analyses of the questionnaires reveal that both teachers and students are aware about the importance of autonomous learning in raising the students' intrinsic motivation to learn. Hence, the present study suggests a number of pedagogical implications and recommendations for teachers about the importance of applying autonomous learning in EFL classrooms in order to raise the students' intrinsic motivation and interest to learn.