Browsing by Author "Khiari, Rim"

Now showing 1 - 5 of 5
  • No Thumbnail Available
    Item
    Analyzing the effectiveness of video-based flipped classroom on english language teaching vocabulary in written production
    (University of Oum El Bouaghi, 2024) Berrah, Norhenne; Laib, Khadidja; Khiari, Rim
    In the old days of language teaching, vocabulary learning and teaching were given little importance. However, nowadays the significance of vocabulary in learning a language has become more recognized. In recent years, learners start looking for new techniques to learn English language, one of the developed methods is the “flipped classroom model”. So, in the flipped classroom, students are given initial information outside the classroom and use the class time to build their knowledge. This study aims to analyze the effectiveness of the flipped classroom model in enhancing EFL learners’ vocabulary in written production. In light of the nature of this aim, a quasi-experimental research was adopted to collect quantitative data, it took place at Larbi Ben M'hidi University- Oum El Bouaghi, the sample encompasses two groups from second year EFL students ; forming a control and experimental group, both groups received a pre and post-test, the experimental group undertaken a treatment, and the data was analyzed using (SPSS).The findings reveal that the flipped classroom played a crucial role in the improvement of learners’ vocabulary in written production through video-based lectures. The results showed that trying different ways of teaching can positively contribute in vocabulary acquisition in written production.
  • No Thumbnail Available
    Item
    Evaluating interculturalism in EFL classes
    (University of Oum El Bouaghi, 2024) Ammari, Rania; Sakri, Nissrine; Khiari, Rim
    It is widely recognized that language and culture are related to each other. In recent decades, many studies have promoted the integration of culture in English as a Foreign Language (EFL) classes. On this basis, this study attempts to evaluate interculturalism in the newly presented and integrated Algerian EFL fourth year primary school textbook. To achieve this aim, the study followed a mixed method encompassing both qualitative and quantitative approaches. The study relies on two data collection tools, a textbook evaluation checklist and a questionnaire. The checklist is a content-based, aimed to collect qualitative data. It is composed of four sections which are based on Sheldon's (1998) checklist to assess the structure and design of the textbook, Cunningsworth's (1995) checklist to assess social identities and how social relationships are shown in the textbook, and Byram's (1994) checklist to evaluate the cultural practices of both native and target culture and how interculturalism is presented in the textbook. The second tool is the questionnaire, which is composed of 17 questions divided into four sections addressed to Algerian EFL fourth year primary school teachers to investigate their perceptions about intercultural content in the textbook. 20 teachers have responded. After data collection, analysis and interpretation, the findings indicate that the fourth-year primary school textbook is designed to promote interculturalism and intercultural communication, it focuses on aspects of the native culture as the primary and dominant culture that is introduced and taught, the target culture(s) as second with slight mentions of the other cultures with significant differences in frequencies. In line with these findings. 75% of teachers agree that incorporating interculturalism in EFL learners is a must. Finally, some suggestions and recommendations have been made to improve teaching and learning cultues and reexamining the intercultural content presented in Algerian EFL fourth year primary school textbook
  • No Thumbnail Available
    Item
    Invastigating the effectiveness of movie-clips as an instructional active learning technique in the development of intercutural knowledge
    (university of Oum- El- Bouaghi, 2017) Khiari, Rim; Merrouche, Sarah
    Culture and language are two sides of the same coin; teaching the latter automatically means teaching the former. Notwithstanding the importance of culture, it is usually being taught implicitly as decontextualized information. It has become important to have an intercultural knowledge, in the framework of which the learner knows not only one's culture but also the target one(s). This dissertation sheds light on the effect of using movie-clips as an instructional active learning technique on developing the EFL students' intercultural knowledge. In order to carry out this study, a quasi-experiment was conducted with pre-test and post-test design. The sample population is composed of two classes of first year students at the Department of English, University of Larbi Ben M'hidi. A total of 50 students were involved in this study. The experimental group was taught aspects of both the American and the British cultures by using movie-clips with instructions, linking these English speaking cultures with the Algerian culture. The control group was taught the same intercultural knowledge through conventional lecturing. Two culture quizzes were used as a pre-test and a post-test, respectively. The end results of the study show that the experimental group outperformed the control group. Some pedagogical implications were suggested accordingly.
  • No Thumbnail Available
    Item
    Investigating the effect of tic-tac-Toe game on enhancing algerian EFL
    (University of Oum El Bouaghi, 2024) Kameli, Imane; Khiari, Rim
    This research aims to assess the efficacy of employing the Tic-Tac-toe game as a teaching strategy to boost proficiency in Algerian middle school students studying English as a Foreign Language (EFL). The study aims to investigate two inquires; first, whether language games, Tic-Tac-Toe serve as a tool, for enhancing overall grammatical competence and proficiency in verb tenses; and second, whether incorporating Tic-Tac-Toe into EFL classes in Algerian middle schools contributes to students mastery of verb tenses. The research methodology adopts an approach through a quasi-experimental design. The study involves two groups; the group that engages in practising verb tenses through the Tic-Tac-Toe game strategy and the control group that follows teaching methods without any additional interventions. The findings are expected to offer insights into the effectiveness of using language games for teaching grammar in a foreign language setting and the advantages of incorporating them into EFL instruction. The research investigates how playing Tic-Tac-Toe impacts EFL students’ grammatical skills with focus on tenses. Results indicate that the experimental group demonstrates enhancement in their grammar abilities compared to the control group. This research underscores the significance of incorporating language activities in EFL lessons to inspire students to engage with their instructors and classmates while also focusing on practising language skills in a fun and engaging environment.
  • No Thumbnail Available
    Item
    The Use of the interactive metadiscourse markers in dissertations
    (University of Oum El Bouaghi, 2024) Daraf, Warda; Khiari, Rim
    In the past 10 years the interest of using the Interactive Metadiscourse markers (IMM) in the academic writing has developed , since the writer is responsible to create an interactive bridge and communication between the piece of writing and the readers. Therefore, a suitable language must be used such as Logical connectives, Structural, Announce Goals and Endophoric which are the most important words or phrases that help to organize as well as interpret the information in the text and each one has a specific function. The present study aims to investigate the use of the Interactive Metadiscourse Markers (IMM) in the chapters’ introductions and conclusions of 20 dissertation at Larbi Ben Mhidi University; this research aims also to analyse the presence of all the four types od IMM, as well as, the most common and used type. To conduct this research, a quantitative method is adopted, the sample are the chapters’ Introductions and Conclusions which extracted from 20 dissertations from D-space and Thesis Algerie websites, then analysing the selected sections manually, subsequently by using AntConc program, to meet the aims of the study Hyland model (2005) is used. The results indicate that the frequency of each category differs significantly. Furthermore, the Algerian students tend to overuse the LC more than the SMM and AG; on the other hand, they rarely use EM despite its importance. In addition, more than five dissertations lack chapters’ conclusions because they underestimate its significance and this have a negative impact on their academic writing.