Browsing by Author "Maamouri, Hanane"

Now showing 1 - 20 of 22
  • No Thumbnail Available
    Item
    A Corpus-assisted Cross-linguistic analysis of prepositions misuse in master dissertations' general conclusion section
    (University of Oum El Bouaghi, 2024) Yahi, Rayane; Maamouri, Hanane
    This study investigates EFL learners’ misuse of prepositions in dissertation writing. Focusing on the "General Conclusions" sections of eighty Dissertations, the study attempts to explore the reasons of prepositional misuse. A corpus consisting of 80 dissertations is compiled. It is divided into two sub-corpora: 40 Didactics dissertations (D-Corpus) and 40 Literature and Civilization dissertations (LC-Corpus) retrieved from the OEB University online repository. Employing a mixed-method approach, the study first utilizes AntConc for quantitative corpus analysis to identify the frequency and types of prepositional errors. Subsequently, a qualitative cross-linguistic analysis is conducted to explore the underlying reasons for the misuses. Results indicate a significant occurrence of prepositional errors in both corpora, with omission, addition, and substitution errors being most prevalent. The analysis reveals that the majority of errors stem from interlingual transfer from Arabic, as well as learner errors in acquiring English prepositional usage. This study sheds light on the challenges faced by Algerian EFL learners in mastering English prepositions and contributes to the understanding of cross-linguistic influences on prepositional usage in academic writing.
  • No Thumbnail Available
    Item
    A Survey of EFL students' knowledge of lexical collocation verb and noun combination
    (university of Oum-El-Bouaghi, 2016) Saada, Amira; Maamouri, Hanane
    The present study aims to investigate EFL students' knowledge of lexical collocations (verb and noun) combination. For this purpose, 30 second year master students ofenglish at Larbi Ben M'Hidi uiniversity in Oum-El-Bouaghi, have taken part in this study. Thus, we hypothesize that EFL students do not have a good knowledge of lexical collocations. In order to prove our hypothesis, a discourse completion task (multiple-choice test) has been administered to examine students' use of collocations. This test consists of 20 sentences; each sentence has four options, and students are asked to select the correct verb to co-occur with the noun in the sentence. The main interest of the analysis is to identify, describe and analyze the correct and incorrect collocational use of lexical collocations (verb + noun) combination. Moreover, the source of collocational errors is analyzed and discussed depending on Liu analysis of collocations errors in EFL writings. The results of the test have shown that students have knowledge of lexical collocations (verb + noun) combination. On the basis of these findings our hypothesis is rejected.
  • No Thumbnail Available
    Item
    Examining the cultural aspects of the algerian secondary school textbook
    (Université Oum El Bouaghi, 2021) Aissaoui, Zineb; Maamouri, Hanane
    It always have been a major concern to focus on the field of foreign culture and foreign language teaching. The present work aims to examine the cultural input in the texts the textbook "At the Crossroads; which is the main material of teaching English as a foreign language at the level of first-year of secondary education in Algeria along with investigating teachers' awareness of the significance of the integration of culture in EFL classrooms. Therefore, hypothesized that culture is presented as the most important part in EFL teaching, and that teachers are aware of the crucial role of culture in the FL teaching and learning process. This study is led through a qualitative analysis that relies on a questionnaire and an evaluation checklist; the data gathered was analyzed via Statistical Package for Social Sciences software (SPSS). The questionnaire is designed to examine knowledge and perceptions about target culture teaching of a sample composed of 20 secondary school English teachers in Ain M'lila; the evaluation guide is elaborated to assess the cultural content in the textbook's texts. Based on the textbook evaluation and the collected data, the first research hypothesis was rejected while the second one was confirmed. Accordingly, some pedagogical implications were suggested.
  • No Thumbnail Available
    Item
    Investigating EFL middle school teachers’ attitudes towards the Inspector’s involvement in their professional development through in service meetings
    (University of Oum El Bouaghi, 2018) Meguetta, Karima; Ouchéne, Soumia; Maamouri, Hanane
    Cette recherche vise à étudier l'attitude des enseignants de la langue Anglaise pratiquée au collège envers l'implication de l'inspecteur dans leur développement professionnel au cours des réunions en service. Par conséquent, nous avons émis l'hypothèse que les réunions en cours d'emploi ont un effet positif sur le développement professionnel des enseignants. Pour vérifier la validité de l'hypothèse, nous avons utilisé une méthode descriptive. Les données ont été recueillies au moyen d'un questionnaire d'auto-évaluation administré à 16 enseignants d'anglais et à deux inspecteurs de différentes écoles secondaires d'Ain-Kercha, Oum EL Bouaghi. Les résultats obtenus des deux questionnaires confirment notre hypothèse. Cette étude a certainement des limites, mais ce sont des découvertes qui ont révélé des implications intéressantes. Finalement, cette étude vise à suggérer aux enseignants des solutions et des techniques qui peuvent les aider à améliorer leur performance en classe et à motiver les élèves à développer leurs compétences. Il tente également de faire la lumière sur l'importance des réunions en service, ainsi que sur le rôle que joue l'inspecteur lors des réunions de service.
  • No Thumbnail Available
    Item
    Investigating EFL teacher's and learner's prespectives towards the role of note taking in improving the student's listening comprehension in EFL clasrooms
    (university of Oum-El-Bouaghi, 2015) Fellous, Meryem; Maamouri, Hanane
    Note-taking is one of the effective strategies that helps students to achieve their academic goals in EFL classrooms. It increases their ability to understand, memorize and remember the information for better comprehension. This study investigates the EFL teachers' and learners' perspectives towards the role of note-taking in improving the students' listening comprehension in EFL classrooms at Larbi Ben M'hidi University. Our hypothesis, that note-taking has a significant role in improving the students' listening comprehension, at Larbi Ben M'Hidi university has been confirmed through the results obtained from both questionnaires which were devoted to a sample of 38 second year LMD students and 12 teachers at the english department. In addition, 18 second year LMD students participated in a listening comprehension activity (listening to a track and answering three different activities). The results of this activity proved also our hypothesis in the sense that, the majority of the students took notes and answered the activities depending on those notes. On the basis of these findings, recommendations are suggested to teachers to draw more attention to note-taking and listening skill.
  • No Thumbnail Available
    Item
    Investigating student's and teacher's viexs towards the effectiveness of using cooperative group work technique on improving EFL learner's communicative competance
    (university of Oum-El-Bouaghi, 2016) Bouhazem, Wissem; Maamouri, Hanane
    The current work is mainly concerned with making use of small groups or group work to maximize learners' oral production and minimize the learners 'anxiety and itsthreat. It also attempts to shed light on the importance of establishing a comfortable and friendly environment as an attempt to get learners to use the language appropriately.The present work aims at showing that cooperative group work learning can be a best pedagogicalstrategy to develop not only the learners` communicative competence and interaction, but also to foster their capacity to generatenew language. This study is based on two questionnaires administered to both Third Year LMD students; we have chosen 30 students randomly and to seventeen teachers of Oral Expressionat the department of english, university of Oum-El-Bouaghi to get information about the impact of cooperative group work on reinforcing EFL learners` communicative competence and interaction. The analysis of the questionnaires showed that both learners and teachers consider cooperative group work as an important pedagogical strategy in enhancing classroom communication and interaction. Moreover, the results of the questionnaires confirmed our hypothesis that the students have a positive attitude toward usingCooperative Group Work Learning as a strategy to develop their communication, and it is the right technique to create a good climate in classroom, where students can participatewithout fear of making mistakes.
  • No Thumbnail Available
    Item
    Investigating students’ attitudes towards enhancing their oral proficiency through cooperative group work as opposed to individual work
    (University of Oum El Bouaghi, 2024) Benhammoud, Nadhira; Maamouri, Hanane
    Research into the significance of practicing the speaking skill has long been endorsed by a countless number of scholars. Essentially, previous studies discussed the subject of practicing speaking in collaborative group work as well as individually. Nonetheless, the issue of whether EFL students should practice speaking in groups or individually has always occasioned great debate. For this reason, the present study aims at investigating students’ attitudes towards practicing English speaking through collaborative group work as opposed to individual work. In order to achieve this objective, a qualitative approach was adopted, where 60 Master 2 EFL students at Laarbi Ben M'hidi University were selected as the sample of the study. Participants in this study were given a questionnaire containing questions about group and individual work. The findings of this study display that students at Laarbi Ben M'hidi University have positive attitudes towards the use of collaborative group work to enhance their oral performance. Accordingly, incorporating collaborative group work into EFL classrooms is highly recommended in order to enhance students' oral performance.
  • No Thumbnail Available
    Item
    Investigating teache's attitudes towards of coopertive learning on EFL learner's writing performonce
    (university of Oum-El-Bouaghi, 2015) Dridi, Manel; Maamouri, Hanane
    Learning english requires from learners to master its four skills. especially, writing as one the four language of skills that is given special emphasis in second language learning. However, it is a challenging activity where learners face many difficulties doing the writing task in proficient way. Therefore, teachers should use different teaching techniques to improve learners writing' pieces such as cooperative learning which is one form of active learning. The aim of the present research is to investigate teachers' and learners' attitudes towards the role of cooperative learning on EFL Learners' Writing Performance. In the current study, a descriptive method is applied via two questionnaires. The first questionnaire is administered to 46 Third year LMD students at Larbi Ben M'Hidi university. The second one is addressed to 10 teachers from the same departement.The selection is randomly. On the basis of the data gathered from both questionnaires, the results have confirmed our hypothesis.
  • No Thumbnail Available
    Item
    Investigating teacher's and student's attitudes towards the effectiveness of oral classrom debates in improving the learner's critical thinking
    (university of Oum-El-Bouaghi, 2016) Bragdi, Amina; Maamouri, Hanane
    This study is an attempt to identify the role of classroom debate in improving EFL students' critical thinking. It is particularly concerned with the use of classroom debate in order to increase the learners' critical thinking, this because such skill is needed in recent years, not only in the classroom environment, but also in theirdailylives. Themajor aim behind conducting this study is to know teachers and students' attitudes towards the effectiveness of oral classroom debate on improving the learners' critical thinking; moreover we tend to clarify more what is meant by classroom debate and critical thinking, besides we aim at investigating the relationship between both of them. In this study we hypothesize that teachers and students will have positive attitudes towards the use of classroom debate to enhance the learners' critical thinking. Our sample in this study consists of 30 students and 20 teachers at the department of english, Larbi Ben M'Hidi university, Oum-El-Bouaghi. A survey method is carried out to meet the aim of this study. The data is gathered through teachers' and students' questionnaires at the department of english, Larbi Ben M'Hidi university, Oum-El-Bouaghi. The obtained results proved the effectiveness of oral classroom debate on improving the students' critical thinking. These positive results confirmed our hypotheses, therefore in order to have good critical thinkers; there is a need for applying classroom debate because of its significance and effectiveness.
  • No Thumbnail Available
    Item
    Investigating teacher's and student's attitudes towards the use of authentic audio-visual matérials in improving student's motivation
    (university of Oum El Bouaghi, 2016) Abdennebi, Meryem; Maamouri, Hanane
    This dissertation investigates one of the predominant issues in english language teaching. It aims at investigating teachers' and students' attitudes towards the use of authentic audio-visual materials in improving students' motivation. The present study hypothesized that if authentic audio-visual materials are integrated In EFL classrooms, students' motivation would be improved. The present paper consists of two main parts; a theoretical aspect of the study which includes two sections where we present a historical overview of the authentic materials in the first chapter, while the second section examines the nature of motivation. Whereas, the second part is devoted to the practical aspect of the study; in this part, we put the theory into practice in a form of fieldwork. In order to answer all the research questions, data was collected through teachers' and students' questionnaires administered to 60 first year english students and 16 teachers at the department of english, Larbi Ben M'Hidi university, Oum-El-Bouaghi. The finding of the study showed that the use of authentic audio-visual materials in EFL classrooms improve students' motivation, in the sense that they develop other different skills. Both teachers and students agreed on the advantages of these materials. On the basis of the results, the hypothesis is confirmed. This study has its limitations, but its findings revealed interesting implications. Pedagogical recommendations were drawn on the light of the obtained results in the field of research.
  • No Thumbnail Available
    Item
    Investigating teachers and students' attitudes towards using dictionaries in promoting reading comprehension
    (university of Oum-El-Bouaghi, 2015) Nouri, Zada; Maamouri, Hanane
    The current study is mainly concerned with investigating teachers and students attitudes towards the use of the dictionary to enhance reading comprehension. It attempts to investigate teachers and students' attitudes towards the dictionary use in reading comprehension. The basic hypothesis set for this research work is that learners' use of dictionaries would ensure their reading comprehension. To prove the formulated hypothesis, a descriptive study was conducted through two questionnaires, one for ten teachers and the other one for fifty seven first year LMD students from the Department of English at Larbi Ben Mhidi University, to review their perceptions concerning the role of the dictionary in promoting reading comprehension. The obtained results indicate that the dictionary has an important role in facilitating reading comprehension for beginners EFL learners.
  • No Thumbnail Available
    Item
    Investigating teachers' and students' attitudes towards the effect of overcrowded classes on teacher student
    (university of Oum-El-Bouaghi, 2015) Glouh, Imane; Maamouri, Hanane
    As researchers assume that the classroom is the heart of any educational system, no curriculum planning is complete without implementation and evaluation, both which are mainly carried out in the classroom. Nowadays, the shortage of teachers and classrooms combined with the increasing number of students in the department of english caused class overcrowding to appear. This problem is the biggest obstacle that influences both teachers and students in general and teacher-students interaction in particular. Moreover, researchers claim that in order for effective interaction to take place, teachers and students should work together to create an intellectual and appropriate atmosphere which is based on mutual respect and collaboration. The present work is an attempt to investigate the issue of class overcrowding which can be a serious problem that affects EFL teacher-students interaction. This study is based on two questionnaires assigned to both teachers and First Year LMD students in the department of english at Larbi Ben M'Hidi unversity. The questionnaire was administered to twelve (12) teachers to investigate their attitudes towards the effect of overcrowded classes on teacher- student interaction. Whereas, the second questionnaire was directed to twenty-eight First year LMD students in order to seek information concerning their attitudes towards the effect of overcrowded classrooms on teacher-students interaction. The analysis of the two questionnaires demonstrated that both teachers and students consider class overcrowding as a big challenge for both of them, and it has a negative effect on teacher-students interaction. Consequently, the obtained results confirmed the research hypothesis.
  • No Thumbnail Available
    Item
    Investigating teachers' and students' attitudes towards the inflluence of using mother tongue in group work discussions on student's oral performance
    (university of Oum-El-Bouaghi, 2016) Bensalah, Meriem; Maamouri, Hanane
    Teachers often use the group work strategy for its facilitating role forboth students and teachers. However, it is noticed that the majority of university students use their MT during the group work instead of the target language.This study aimsat investigating teachers'and students' attitudes towardsthe influence of EFL students' use of theirmother tongue ingroup work discussions on their oral performance.Hence, we hypothesized that the use ofthe mother tongue in group work has a negative effect on EFL students' oral performance.In order tocheck this correlation, a descriptive method is applied.The chosen populationto carry out this research represents all teachers and third year LMDstudents of english as a foreign language (EFL) at the english department,Larbi Ben M'Hidi university,Oum-El-Bouaghi, during the academic year 2015-2016.Two questionnaires were distributed toa sample of30 students and 20 teachers from the selected population.The interpretation and analysis of the results of both questionnaires demonstrated that the EFL students' use of the mother tongue in group work discussions influences their oralperformance negatively. That is tosay, the correlation between the two variables (mothertongue and oral performance) showed that there is a negative relationship. On the basis ofthese findings, our hypothesis isconfirmed.Moreover, the reasons behind using MT by EFL learners during the group work were stated.
  • No Thumbnail Available
    Item
    Investigating teachers' and students' attitudes towards the role of EFL learne's self confidence in promoting their oral performance
    (university of Oum-El-Bouaghi, 2015) Belkacemi, khawla; Maamouri, Hanane
    The development of learners performance was and remains the major goal in the teaching and learning process. Self-confidence is one of the essential psychological factors that increases the effectiveness of the learner in the learning/ teaching process.The present study is mainly concerned with investigating teachers' and students' attitudes towards the role of self-confidence on enhancing learners' oral performance. The basic hypothesis adopted in this study sets out that learners who have a strong self-confidence will develop their oral performance. The method of this research work is descriptive, it aims to describe two main variables. Mainly, self-confidence as the independent variable and its role on enhancing learners oral performance as the dependent variable. The sample of the study consists of fourty-six (46) third year LMD (Licence, Master, Doctorate) students and ten (10) teachers who have been teaching or still teaching the oral expression module at english department, at Larbi Ben M'Hidi university. The data were gathered through questionnaires administered to both teachers and students. The results have shown that self-confidence is a basic factor for enhancing learners' oral performance. On the basis of these results, the hypothesis is confirmed in that students need to have a strong self-confidence to improve their speaking skill and to have the opportunity to use the language without fear or hesitation. This study has its limitations, but it leads to interesting implications. Thus, future research should be done via an experiment in order to test out the findings' applicability to a larger population of participants.
  • No Thumbnail Available
    Item
    Investigating teachers’ and students’ attitudes towards the role of intensive reading in improving EFL learners’ paragraph writing
    (Oum-El-Bouaghi, 2020) Bouakaz, Soumia; Maamouri, Hanane
    Learning how to write in another language is a hard task that requires a lot of efforts. The present study aims at investigating teachers' and students' attitudes towards the role of intensive reading in improving paragraph writing .Therefore, we hypothesized that teachers and students have positive attitudes towards the effectiveness of intensive reading in improving paragraph writing. To verify the validity of our hypotheses, two questionnaires were given to 20 English teacher and 40 first year students at the Department of English at El Arbi Ben M'Hidi University. Teachers' questionnaire aims at knowing whether teachers are using intensive reading techniques to expose their students to different written paragraphs in their classes. Likewise, Students' questionnaire mainly attempts to investigate whether they have positive attitudes towards the use of intensive reading as a major source to improve their writing style. The data collected from the questionnaires revealed that both of teachers and students have positive attitudes towards intensive reading in improving students' paragraph writing.
  • No Thumbnail Available
    Item
    Investigating teachers’ attitudes towards the use of jgsaw puzzle cooperative technique to enhance learners’ vocabulary
    (Oum-El-Bouaghi, 2020) Menasri, Safia; Mazouz, Khadidja; Maamouri, Hanane
    One of the main corners of EFL learners is improving their vocabulary. Yet, in the process of acquiring new vocabulary items, they face many obstacles. As a result, teachers try to make use of different vocabulary learning strategies such as jigsaw puzzle cooperative technique. The ùain aim of this research is to investigate teachers' attitudes towards the use of jigsaw puzzle cooperative technique to enhance EFL learners' vocabulary knowledge and retention. Thus, we hypothesized that jigsaw puzzle cooperative technique enhance EFL learners' vocabulary acquisition and that teachers have possitive attitudes towards its use. T o verify the validuty of our hypotheses, we have used a descriptive method. A questionnaire was administred to EFL teachers at Larbi Ben Mhidi University, OUM EL-Bouaghi to collect data. The results obtained from this confirmed our hypothesis that teachers have positive attitudes towards the usefulness of jigsaw puzzle cooperative technique on improving EFL learners' vocabulary knowledge and retention. Therefore, implementing jigsaw puzzle cooperative technique as a learning strategy in future curriculum designs deserves more attention.
  • No Thumbnail Available
    Item
    Investigating the effect of anxiety on students' oral performance
    (university of Oum- El- Bouaghi, 2017) Aboud, Meriem; Maamouri, Hanane
    This study aims at investigating teachers' and students' attitudes towards the influence of foreign language anxiety on learners' oral performance. Hence, we hypothesized that anxiety affect EFL students oral performance negatively.To verify the validity of this hypothesis, we have used one main tool of data collection; teachers' and students' questionnaire. On the basis of these questionnaires, our hypothesis is confirmed. The study suggests some strategies that students and teachers can rely on to minimize foreign language speaking anxiety and help students to effectively acquire the second language FL.
  • No Thumbnail Available
    Item
    Investigating the effects to teachers' positive feedback on minimizing students' anxiety in EFL classes
    (university of Oum- El- Bouaghi, 2017) Radjah, Fairouz; Maamouri, Hanane
    The present study aims at serving teaching and learning foreign languages by raising teachers' awareness about the importance of their feedback through investigating the effects of their positive feedback on diminishing students' anxiety. Consequently, the hypothesis has been stated for this research is:" teachers' positive feedback helps in minimizing students' anxiety in EFL classes". In order to reach the aim of the study and, therefore, confirm or reject the aforesaid hypothesis, two questionnaires were designed. One of them was delivered to forty (40) first year LMD students in the department of English at Larbi Ben Mhidi University. The other one was distributed to a sample of fifteen (15) teachers in the same department. The participation of both students and teachers in this study is very important in order to know their opinions about the topic under investigation and obtain more reliable data. After analyzing the data and interpreting the results, our hypothesis was confirmed. In other words, teachers and students agreed upon the point that teachers' positive feedback is a helping factor for decreasing students' anxiety in EFL classes.
  • No Thumbnail Available
    Item
    Investigating the use of questioning academic strategies by EFL teachers to curb students cheating in linguistics exams
    (University of Oum El Bouaghi, 2023) Hambli, Chaima; Hambli, Manar; Maamouri, Hanane
    This study investigates the academic cheating committed by master one EFL students at Larbi Ben M'hidi University; it aims at exploring he strategies used to prevent and curb academic cheating .Twohypotheses underlay this study. First, Larbi Ben M'hidi's students' cheating in classrooms is prevented by having two versions of the test and designing indirect questions that assess mostly students' comprehension. Second, the most effective academic strategies used in Larbi Ben M'hidi University to react against students who commit cheating during their exams is relying on severe punishments such as restitution and personation.This study was conducted on 36 participants from the aforementioned population; they were given a questionnaire that targets a variety of factors, which are later analyzed quantitavely and qualitatively, so as to test the first hypothesis Besides, 5 teachers from the English Department were askedto fill in another questionnaire and were interviewed; their productions were analyzed quantitatively and qualitatively in order to test the second hypothesis. Various results were obtained following the statistical analysis of the findings. The main results indicate that cheating is highly frequent at the Department, hence, teachers tend to use several strategies against this kind of academic dishonesty, however curbing cheating could not easily reached, unless through the most effective strategies.
  • No Thumbnail Available
    Item
    The Attitudes of pupils towards syntactic complexity in my book of english: the case of first year secondary school pupils at Ferhati Hmida Oum El Bouaghi
    (University of Oum El Bouaghi, 2023) Makhloufi, Aya; Maamouri, Hanane
    The Majority of Algerian EFL learners face some challenges with understanding complex syntactic structures in the given texts during English class which influence their ability to understand and comprehend texts. Shedding light on syntactic complexity, only few studies were conducted in relation to reading, since the majority of syntactic complexity studies were in relation to writing. This research aims at investigating pupils' attitudes towards syntactic complexity in reading passages. Accordingly, it is hypothesized that syntactic complexity would affect students' reading comprehension negatively. Methodologically, in order to validate the present hypothesis, a qualitative and quantitative method are administered under the descriptive study for collecting and analyzing the gathered information. Moreover, one data collection tool is chosen to verify the validation of this assumption. A pupil's questionnaire was designed and given to first-year secondary school pupils to gather their attitudes about their experiences with reading comprehension difficulties. Results showed that syntactic complexity affects pupil's ability to read and hinder their comprehensibility. Based on these findings, a number of pedagogical implications are served to pupils, with reference to some constraints which plugged this work from being accurate.