DSpace :: Browsing by Author "Khoualdi, Samiha"

Browsing by Author "Khoualdi, Samiha"

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Analysing EFL learners’ pronunciation of the vowel sounds /./, /e/, /./ and /e./
(University of Oum El Bouaghi, 2018) Roumane, Rachid; Khoualdi, Samiha
This study is concerned with the identification, analysis and classification of pronunciation errors at the level of the vowel sounds : /?/, /e/, /?/ and /e?/ made by third year students at the department of English, Larbi Ben M'hidi University. These errors are attributed to two major sources : the overgeneralisation of English pronunciation rules and the interference of the French vowel sound system. Accordingly, this research seeks to explore the extent to which these sources affect students' pronunciation of the target vowel sounds. To answer the study's questions, an error analysis on the pronunciation of the target vowel sounds is done. The fieldwork is conducted following a descriptive analytical method with a voice recorder to collect oral data. Analyses are carried out to fulfil the main purpose of this dissertation. The results establish valid evidence that the two pre-determined sources appear to affect learners' pronunciation at the level of the target vowel sounds to a considerable extent. The significance of this study flows from the fact that previous studies rarely tackled the pronunciation of these four vowel sounds : /?/, /e/, /?/ and /e?/. So, through this study awareness of those errors will be raised so that teachers will do something to lessen their occurences.
Examining the effect of viewing captioned english movie clips on EFL learner's listening comprehension
(university of Oum-El-Bouaghi, 2016) Boukhahlfa, Roumaissa; Khoualdi, Samiha
In recent years teachers have grown increasingly aware that there is no guaranteed teaching method and that a variety of technical and methodological resources are needed in EFL classrooms. This pushed them to keep searching for motivating teaching resources. One way of bringing variety into the classroom is by using movie clips. However, without effective learning support EFL students are likely to encounter difficulties in comprehending the movie clips' content. Hence, the present study attempts to investigate the effect of viewing english movie clips accompanied with english captions on students' listening comprehension. Accordingly, the current study hypothesizes that if EFL learners were exposed to captioned english movie clips, their listening comprehension would improve. To confirm this hypothesis, a quasi-experimental design was carried out at the english department of Larbi Ben M'Hidi university in Oum-El-Bouaghi during the second term of the academic year 2015/2016. To this end, 36 LMD second year students were selected. Participants were randomly assigned to two groups: an experimental group which was made up of 18 students and a control group which included 18 students as well. The participants firstly took a pre-test that contained four activities related to the movie clip they watched in order to determine their current level in listening comprehension. Throughout the treatment period which lasted a one month the experimental group received the treatment which viewed four english movie clips with captions while the control group watched them without subtitles. After the treatment sessions, a post-test was administered to both groups with the aim of evaluating their improvement in listening comprehension. The results drawn from the dependent and independent t-test indicated that there was a significant difference between the control group and the treatment group as this latter outperformed the non-treatment group. This investigation then proved that captioned english movie clips are effective in developing students' listening comprehension. Thus, confirming the hypothesis of the study.
Investigating students’ collocational errors of the near synonymous verbs earn gain and win and their causes
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Ghennam, Sicilia; Djermane, Kenza; Khoualdi, Samiha
The use of collocations is regarded as an important aspect in the field of second language acquisition. Foreign learners may face difficulties while using a new language; such difficulties may stem from their inability to collocate words together. This research aims at examining students' collocational competence in the near synonymous verbs: "gain," "win," and "earn", and it intends to discover the main sources behind students' collocational errors. To test the study's hypothesis that students may distinguish between the collocations of the previously mentioned verbs, and that their mother tongue can be the main source of students miss-collocations, a mixed method was selected to collect the required data. Firstly, a test which consists of 30 sentences, each sentence containing a blank that needs to be filled in with the appropriate verb, was given to 26 third-year students who were randomly selected from the English department of L'arbi Ben M'hidi University. Following the test, a questionnaire-made up of 15 questions- was administered to the same students in order to determine the source of their collocational errors. The data were calculated and analyzed with SPSS software, and the Oxford collocations Dictionary was employed to analyze students' collocational errors and provide suggestions for correction. The test's analysis showed that students made erroneous collocations of the near synonymous verbs: "gain", "win", and "earn", thus refuting the study's hypothesis. As for the questionnaire, the findings revealed that interference of the mother tongue and lack of collocational competence are the main sources of students' collocational errors. The results also showed that some strategies (synonyms, overgeneralization, paraphrasing) students use affect their use of collocations.
Investigating the effect of co operative work on students' writing skill in EFL classrooms
(university of Oum-El-Bouaghi, 2016) Chibane, Khadidja; Khoualdi, Samiha
The present study aims at investigating the effect of cooperative learning on EFL learners' writing skill. This incorporated method of learning is meant to engage learners in the different classroom activities in order to develop their writing proficiency. Accordingly, the current study hypothesizes that if teachers used the cooperative learning strategy in their classes, students would enhance their writing skill. In order to fulfill this aim and to confirm or disconfirm the hypothesis, a quasi- experimental design was carried out at the english department of Larbi Ben M'Hidi university during the second term of the academic year 2015/2016. Two groups, made up of 36 students, were randomly assigned to a control and an experimental group. Both groups were pre-tested through writing an example essay for the aim of determining their current level in writing. Throughout the treatment period, which lasted one month, the experimental group was taught in the cooperative learning method, while the control group was taught following the traditional way that is the individual learning. At the end of the experiment, the two groups were post-tested through the same essay type to check the efficiency of the cooperative learning method. The results drawn from the computation of the students' t-test indicated that the experimental group outperformed the control group. This investigation then proved that cooperative learning is effective in improving students' writing skill. Thus, confirming the hypothesis of the study.
Investigating the factors that demotivate english foreign language students
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Maarouf, Safia; Bouali, Nardjesse; Khoualdi, Samiha
Learners' motivation has long been identified as a crucial aspect affecting the rate of success and failure of second/foreign language acquisition. Demotivation, on the other hand, is seen as the total opposite of motivation, with negative effects for language learning processes and outcomes. This dissertation investigates the factors behind students demotivation. It aims to figure out the intrinsic and extrinsic factors affecting learner?s motivation, and to determine which of these two types is the most common .Hence, to achieve the targeted aims, master one LMD students of English at Larbi Ben M?hidi University during the second term of the academic year 2021/2022 were the population under investigation. We adopted two instruments of research: a student?s questionnaire and teacher?s interview, the questionnaire was addressed to a sample of master one student (54 students) of English in order to know what demotivates them intrinsically and extrinsically. Also, an interview was conducted with seven master one English teachers to collect more information about their personal perspectives toward the same issue of demotivation among EFL learners. The results gained from both research tools revealed that learners are highly demotivated from both intrinsic factors ( shyness, anxiety toward learning English, lack of self-esteem ,fear of public speaking ) and extrinsic factors ( lack of job opportunities , the teacher`s methods , lack of teaching materials , boring course book content and, low test scores ).
Investigating the impact of the dictogloss technique on student's listening compréhension in EFL classrooms
(university of Oum El Bouaghi, 2016) Djouani, Ibtissem; Khoualdi, Samiha
The present study seeks to investigate the impact of dictogloss technique on EFL student's listening comprehension. This technique is a dictation activity in which the teacher reads a passage or plays a recording at least twice. The teacher asks students to listen, take notes and then reconstruct a new version of the passage in groups. After that, students are asked to compare their versions with those of others and with the original passage. In this study, the dictoglosstechnique is used for the purpose of enhancing students' listening comprehension. The present study hypothesis was if english teachers implemented the dictogloss technique, students listening comprehension would develop. In order to test this hypothesis and fulfill the research aim, a quasi-experimental design was carried out at the english department of Oum-El-Bouaghi during the second semester of the academic year 2015/2016. In this study, two groups of second year LMD students of english were engaged in the quasi-experiment which lasted one month. Each group consisted of twenty students. One group was the experimental group and the other was thecontrol group.At the beginning of the study, both groups were administered a pre-test to determine their level of listening comprehension through listening to an audio then answering listening comprehension questions. After the pre-test, the experimental group received the dictogloss techniquewhile the control group wastaught using the traditional method i.e., listening just to audios. At the end of the four weeks period, both groups were given a post- test to see if students improved their listening comprehension or not. After that, a calculation of scores' means, dependent and independent t' test were calculated. The interpretation of their results showed that the experimental group performed better than the control group. Thus, the research hypothesis is confirmed. Key words: Listening Comprehension, the Dictogloss Technique
Investigating the impact of Xenoglossophobia on EFL learners oral performance
(University of Oum El Bouaghi, 2023) Saheb, Bilal; Khoualdi, Samiha
This study examines the impact of xenoglossophobia, the fear or anxiety experienced by individuals when speaking a foreign language, on the oral performance of English as a Foreign Language (EFL) learners. The research aims to raise awareness among educators and curriculum designers about the challenges faced by EFL learners and the importance of addressing xenoglossophobia to enhance oral proficiency. To comprehensively explore the impact of this phenomenon on oral performance, this study utilizes a descriptive mixed-method design, incorporating methodological triangulation to study a randomly selected cluster of 45 second-year master's didactics students of English at Larbi Ben M'Hidi University. Data collection involves the use of an observation checklist and two questionnaires as the primary and sole data collection tools. The attained results were analyzed using a wide array of statistical analyses. The findings of the Foreign Language Anxiety Scale (FLCAS) reveal a prevalence of xenoglossophobia amongst the participants. The following inferential statistics divulged the significance and insignificance of some potential factors. Of particular importance, there were two significant covariates; the study proves communicative competence and introversion to have an impact on xenoglossophobia, suggesting the involvement of individual factors in the arousal of the latter. Moreover, collectively through quantitative and qualitative research, further insights into the causes, the observable effects on oral performance, and what helps learners alleviate the edginess of their anxiety were yielded. The insights gained from this study contribute to the development of targeted interventions and instructional strategies aimed at alleviating Foreign Language Anxiety (FLA) among EFL learners, ultimately enhancing their oral proficiency.
Investigating the role of classroom interaction in improving students' speaking skill
(university of Oum-El-Bouaghi, 2016) Ferrah, Feryal; Khoualdi, Samiha
The present study aims at investigating the role of classroom interaction in improving EFL students' speaking skill. This study attempted to investigate the extent to which classroom interaction helps students to improve their speaking skill as well as teachers' awareness of its importance. It is hypothesised that if teachers allow more interaction in their classrooms, students may improve their speaking skill. This research work followed a descriptive method. Using a classroom observation and a teachers' questionnaire as a research tools. The classroom observation conducted with master one students from the department of english at Larbi Ben M'Hidi university during the academic year 2015-2016. The teachers' questionnaire administrated to 11 teachers of oral expression from the same department. The findings of the observation showed that classroom interaction plays a great role in EFL speaking classes and it is considered as one of the appropriate strategies for increasing learners' language use. The results of the teachers' questionnaire revealed that teachers are aware of the importance of classroom interaction as an educational strategy to improve learners' oral skill. On the basis of these results, the hypothesis is confirmed.
Scrutinizing the use of hedges
(University of Oum El Bouaghi, 2024) Hafiane, Dikra; Derrouche, Ahlem; Khoualdi, Samiha
Hedges are linguistic devices in academic writing that soften claims and play a significant role in expressing uncertainty. Accordingly, the present study aims to analyse the use of hedges in the abstract section. To achieve this end, a contextual analysis of these devices is carried out on a corpus which consists of 16 abstract sections (08 for Biology and 08 for Social Humanities) drawn from master dissertations. Then the frequencies of the various types of hedges devices across the corpus were recorded using AntConc, a robust computational toolkit. After gathering the data, the two corpora were classified according to Hyland (1996)’s taxonomy. To determine the significance of the results obtained, a Mann -Whitney U test is run by means of SPSS. The interpretation of the results highlights a significant differences in the use of hedging devices between Social Humanities and Biology abstracts particularly in the areas of modal verbs and adverbs which indicates the rejection of the null hypothesis. This observation indicates that Humans sciences emphasize nuanced argumentation and interpretations, while Biology prioritizes factual precision and data-driven conclusions. On the basis of these findings, a number of pedagogical implications are offered and suggestions for further research are proposed.
Students attitudes towards the use of video podcasts in enhancing vocabulary
(Oum-El-Bouaghi, 2020) Bouakkaz, Linda; Halis, Lamia; Khoualdi, Samiha
Vocabulary has always been one of the challenging tasks in the process of teaching and learning English as a foreign language. In spite of its great importance, this aspect is almost neglected in the language teaching curriculum. As most of language learners aim to develop their level of communication, reading, writing and speaking, they have to first learn enough words. Thus, this process is no longer limited to books and boards rather technology has been imposing itself to the field of education by providing a vast number of tools to learn vocabulary. The present dissertation seeks at introducing one of these tools, video podcasts, in the teaching / learning process. It aims at investigating students' attitudes towards the use of video podcasts to develop learners' vocabulary. Thus, to validate or refute the hypothesis which implies that the use of video podcasts develops learners' vocabulary, a descriptive study design was adopted relying on students' questionnaire. We administered the questionnaire to 54 first year English students at L'Arbi Ben M'hidi University in order to investigate their attitudes about the importance of video podcasts as a new learning tool in improving students' vocabulary. Results of the study confirmed the great importance that EFL learners give to vocabulary knowledge, and showed their high degree of interest in the integration of video podcasts in the teaching/ learning process.
Students’ attitudes towards the role of information and communication technology in enhancing EFL learners’ motivation
(university of Oum- El- Bouaghi, 2017) Khennous, Abdelmalek; Khoualdi, Samiha
This research work aims at investigating students’ perceptions towards the role of information and communication technology (ICT) in enhancing EFL learners’ motivation. To answer our research question, one questionnaire was administered to collect data at the English department of Larbi Ben M’hidi University–Oum El Bouaghi, during the second term of the academic year 2016/2017. Thirty (30) master one English students, option of language sciences, were the sample of our target population which consisted of (73) students. The results obtained from the gathered data presented three main points. First, students are aware of the importance of using ICT as supporting tools in the learning process. Second, most of them show that they support to the integration of these technologies in classrooms. Third, there is a positive influence of ICT on students’ motivation. This influence appears in terms of raising learners’ autonomy, activeness, and their achievements. The analysis of the results reveals that students’ perceptions towards the role of ICT in enhancing EFL learners’ motivation are highly positive.
Teachers’ and students attitudes towards the use of artificial intelligence in EFL classrooms
(University of Oum El Bouaghi, 2024) Nouri, Ayat Errahmane; Khoualdi, Samiha
This study explores teachers’ and students’ attitudes towards the use of Artificial Intelligence in EFL classrooms, master one learners. The primary aim of the study is to identify and examine both learners’ and teachers’ attitudes. Additionally, the research investigates whether there is a serious call for integrating AI into the educational environment. In order to achieve those aims, the research utilized a qualitative design. Participants were 26 master one students and 15 teachers from the department of Englishat Larbi Ben M’hidi University. The data collection process involved administering two questionnaires for both participants to gather relevant information for the research. The findings reveal that both learners and teachers have cautiously positive attitudes towards using AI in EFL classrooms. The research findings indicated that EFL students and teachers recognize the high importance of using AI in classrooms. The study highlights on the one hand the different challenges faced by teachers when integrating AI into the EFL environment, and on the other hand the potential benefits hold for students when using AI during their lessons. Interestingly, the analysis did not uncover any notable discrepancies concerning the concept of using AI in EFL classrooms by both teachers and learners, suggesting that both participants have similar attitudes and perceptions towards the use of Artificial Intelligence.
The effect of shadowing technique on EFL learners’ listening comprehension
(University Of Oum El Bouaghi, 2019) Berhaili, Khawla; Djaafri, Bouthaina; Khoualdi, Samiha
The current study aims at assessing the effect of shadowing on English as a Foreign Language learners' listening comprehension. In order to fulfil the aim of the study and to answer the research questions, a quasi-experimental design was adopted. This study hypothesised that if students were taught listening through the shadowing technique, their listening comprehension would improve. The experiment was conducted over a period of three weeks (two sessions per week) during the second semester of the academic year 2018/2019. Participants who took part in the study were (40) first year students from the department of English- L'arbi Ben M'hidi University. They were divided into two groups: an experimental group and a control group. The experimental group received the treatment in five sessions while the control group was taught traditionally. Both groups were pretested then post tested using the same type of exercises. Results of the t test showed that the experimental group outscored the control group. Analysis of the findings proved that the use shadowing in English as a Foreign Language listening classrooms enhances learners' listening comprehension.
The Impact of the explicit teaching of lexical and grammatical collocations on EFL students’ writing production
(University Of Oum El Bouaghi, 2019) Sahbi, Ismahan; Chaib, Khadidja; Khoualdi, Samiha
The present study aims at investigating the effect of teaching collocations on improving the writing production of English as a Foreign Language (EFL) learners. Data for this study were collected from forty second year English LMD students at L'arbi Ben Mhidi University. In this study, it is hypothesized that the explicit teaching of lexical and grammatical collocations would improve students' writing production. In order to test this hypothesis, twenty participants were assigned to the control group while the other twenty made the experimental group. A writing task was administered as a pretest to examine the learners' writing production and to measure their collocational knowledge through their writing. The results of the pretest of both groups showed a low performance in writing production including a limited knowledge of collocations. Afterwards, an explicit instruction of collocations was carried out with the experimental group class as an attempt to increase the students' collocational knowledge for the purpose of improving their writing production. After the treatment, a posttest was conducted with both the experimental and control groups. The results of the paired sample t test showed that the group who received explicit collocation task-based instruction outperformed the control group in the posttest, the experimental group's scores of writing were remarkably higher than the control group's scores. This implies that the explicit teaching of collocations helped the students to use collocations more accurately and naturally in their writings. Therefore, the final results of the experiment proved the effectiveness of collocation teaching in English as a Foreign Language (EFL) writing classrooms.
The Impact of the french language on EFL learners’ pronunciation of the sounds /e/ and /i/
(Université Oum El Bouaghi, 2021) Sekiou, Nouara; Fadel, Meriem; Khoualdi, Samiha
This study is concerned with the identification, analysis, and classification of pronunciation errors at the level of the sounds /e/ and /i/ made by first year students at the department of English, L'arbi Ben Mhidi University, Oum El Bouaghi. These errors are related to the main source which is the interference of the French Language as a first language. Therefore, this research seeks to investigate and look for the source of these errors at the level of pronunciation. To answer the questions of this study, an analysis of the errors at the level of pronunciation of the sounds is carried out. The method used: is a descriptive method, with a voice recorder to collect the oral data. The analyses are carried out to fulfill the main purpose of this dissertation. Finally, the results of this research confirmed the fact that French Language has an interference on the pronunciation of EFL learners.
The Most common punctuation mistakes made by second and third year LMD students at the english department of Larbi Ben M’hidi University
(University of Oum El Bouaghi, 2023) Anseur, Abd Elhalim; Djellal, Lina; Khoualdi, Samiha
This study explores the use of punctuation marks among English as Foreign Language (EFL) learners, with a specific focus on second and third year students. The primary aim of the study is to identify and examine the most common punctuation errors made by these learners. Additionally, the research investigates whether there are significant differences in punctuation proficiency between the two student groups. The research utilized a cross-sectional design to investigate a specific group of EFL learners. Participants were selected from two different academic years (second and third year) at Larbi Ben M'hidi University OEB, with a sample size of 30 students per year. The data collection process involved analysing written essays produced by the participants, employing a combination of manual examination and software analysis techniques. The findings reveal that both second and third year students face challenges in punctuation, particularly in the accurate application of commas. The research findings indicated that EFL students demonstrated a range of errors in their usage of three key punctuation marks, namely the comma, period, and semicolon. Among these marks, the comma emerged as the most commonly misused or omitted punctuation. The study highlights the specific challenges students faced when employing these marks, such as instances of incorrect usage or overlooking their inclusion. Interestingly, the analysis did not uncover any notable discrepancies in punctuation mistakes based on the students' academic level, suggesting that both second and third year learners encountered similar difficulties in their punctuation skills.

Browsing by Author "Khoualdi, Samiha"

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