Browsing by Author "Mansouri, Keltoum"

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    A Corpus based study on the common grammatical errors in pupils written paragraphs: the case of second year secondary school pupils at Ali Ben Deda secondary school in Sedrata “Souk Ahras”
    (University of Oum El Bouaghi, 2023) Bouchafi, Fedia; Mansouri, Keltoum
    He writing skill is crucial for an effective communication. However, mastering it is not an easy task for many Algerian EFL learners. It needs enough effort and practice when using the different language aspects. In this respect, the aim of this study is to investigate the extent to which second-year secondary school pupils of the foreign languages stream at Ali Ben Deda secondary school in Sedrata, make grammatical errors in their paragraph writing during the academic year 2022/2023, as well as to explore the most common types of grammatical errors among them. To achieve the underlined objectives of the current study, the mixed-method approach is used in analysing a corpus of twenty-five (25) exam written paragraph samples. The findings of the corpus analysis showed that secondary school pupils made fourteen (14) types of grammatical errors in their paragraph writing with (289) occurrences, namely punctuation, spelling, capitalization, articles, plurality, verb tense and form, pronouns, subject-verb disagreement, fragments, prepositions, passive voice and some other errors including adjectives, conjunctions, and nouns. This significant number of errors reveals that the writing skill is quite challenging for secondary school pupils. Therefore, it is recommended that Algerian EFL teachers, learners and syllabus designers should consider this issue in order to reduce it in the pupils' future writings.
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    Exploring primary school EFL teachers self efficacy beliefs: the case of 3rd year primary school EFL teachers
    (University of Oum El Bouaghi, 2023) Chadli, Wissam; Silem, Lina; Mansouri, Keltoum
    Teachers' self-efficacy beliefs are fundamental components of effective teaching. The ultimate goal of this research is to provide a comprehensive exploration of teachers' self- efficacy beliefs in teaching EFL to 3rd year primary school pupils. To answer the research questions, a mixed method approach was adopted, where interviews with five teachers, classroom observations with four teachers, and a questionnaire completed by 30 teachers were used to gather insights into teachers' perceptions regarding their ability to teach English.The findings of the study show that overall teachers reported having a relatively high self- efficacy level. The findings also demonstrated the different areas in the teachers' teaching where they felt highly efficacious or less efficacious. Additionally, factors affecting teachers'perceived self-efficacy were also identified. Results from the questionnaire revealed that, onthe one hand, teachers believed themselves to be highly efficacious in planning classroom tasks effectively and making pupils enjoy coming to school; on the other hand, teacherswithlow self- efficacy reported to be hesitant and reluctant to collaborate with other colleagues. Yet, these findings were elaborated through the interviews and the observation where the lack of support, time constraints are tended to undermine teachers' self-efficacy. Conversely, teachers' intrinsic motivation was found to enhance their sense of self-efficacy. Therefore, exploring teachers' self- efficacy plays a huge role in understanding the factors that shape effective teaching that can help to inform efforts to improve teaching and learning.
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    Investigating students' attitudes toward the use of digital media to Improve their reading skill
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Guerioune, Raouia; Benkoussas, Wiam; Mansouri, Keltoum
    Reading is one of the most significant skills that students need to master any language and promote the other language skills. Otherwise, printed texts have always been used as the primary source to learn to read and read to learn. However, the spread of technology has been shown in digital texts and accelerating the flow of digital text requires new comprehension skills and strategies. The current study aims at investigating Algerian English students' attitudes towards using digital reading to practice reading comprehension, and how reading online would help them improve their reading experience. To construct this work, a case study was conducted at Algerian Universities, specifically, at the English departments, where all levels of Algerian EFL students of English were selected as the sample population. The methodological tool used in this study was a questionnaire addressed to the students. A descriptive method has been designed to collect the necessary data by using mixed-methods approaches (qualitative and quantitative) from a distinct population, namely (102) English students (all levels) in the Algerian English departments. The findings of the study revealed that participants had positive attitudes toward digital reading.
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    Investigating the interaction of students with attention deficit- hyperactivity disorder in english as a foreign language classroom
    (University of Oum El Bouaghi, 2024) Ferhati, Amina; Mammeri, Saliha; Mansouri, Keltoum
    This thesis investigates the interaction dynamics among students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) within Algerian classroom settings. With a focus on three middle schools, the study explores the interactions between ADHD students, their teachers of English, and their peers in the classroom setting. The research aims to show how common ADHD is in Algerian classrooms, how much teachers know about it, and how they deal and handle it. It seeks to understand and observe these interactions to develop more effective support systems and educational practices for ADHD students in order to enhance their educational experience. To achieve these objectives, the study used a mixed-method approach, including a questionnaire for 309 students, interviews with two teachers, and classroom observations. The questionnaire helped identifying students with potential ADHD, Observations focused on ADHD symptoms and interactions between ADHDers and their teachers, and interviews explored teachers' awareness and approaches. By using these methods, the study aims to improve support and educational practices for ADHD students, making classrooms more inclusive and better for learning. The results of the study showed that out of the 309 questioned students, only 43 were identified as potentially having ADHD, with a notable majority being female. These students exhibited patterns like difficulty maintaining focus, frequent impulsivity, forgetfulness regarding tasks, and frequent daydreaming. Academic proficiency among ADHD students varied widely, with the majority falling within the intermediate to pre-intermediate proficiency levels and few achieving excellent performance. Additionally, teachers reported a lack of awareness and knowledge about ADHD; therefore, students lacked overall support from both the school and family environments.
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    Investigating the relationship between personality traits and academic performance among EFL students
    (University of Oum El Bouaghi, 2024) Hafsa, Amira; Mansouri, Keltoum
    This study explored the extent to which students with different personality traits exhibit varying academic performance. Adopting a quantitative ex post facto research design, we collected data via a detailed questionnaire administered to a sample of 100 undergraduate EFL students at Larbi Ben M’hidi University. The gathered data were then analysed using the Statistical Package for the Social Sciences (SPSS), applying a non-parametric test, including the Kruskal-Wallis test, to examine the distribution of academic averages across different personality types. The central hypothesis posited that there would be no significant difference in academic performance among students with different personality traits. The Kruskal-Wallis test results showed no significant differences in academic averages across the different personality types, as evidenced by a p-value of .79. Despite some observed variances in academic performance among the different personality traits, these differences were not statistically significant. The findings imply that within this sample, personality traits are unlikely to be related to academic performance. The conclusion suggests that factors other than personality traits may play a more critical role in determining academic success. Then, teachers and policymakers may want to focus on these factors when aiming to enhance academic outcomes. The study contributes to the broader understanding of the complex interplay between personality and academic performance, indicating that personality may not be a crucial factor in academic performance in this context.
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    Teachers and students attitudes towards the effectiveness of teaching materials in enhancing EFL listening skill: the case of first and second year LMD teachers and students of english at Larbi Ben M’hidi University
    (University of Oum El Bouaghi, 2023) Haddad, Samia; Guellif, Fathi; Mansouri, Keltoum
    Listening the Cinderella skill, proves to be a challenging for both foreign language students to develop and teachers to teach. While the selection of relevant teaching materials is crucial to support learning and ensure its success, the lack of a syllabus in the Oral Expression module at the Department of English made it not clear how teachers choose and employ materials to teach listening. Accordingly, the present study aims at investigating teachers' and students' attitudes towards the effectiveness of teaching materials in developing EFL students' listening skill. Methodologically, the research employs a quantitative descriptive method and collects data through two questionnaires administered to eight teachers and fifty first and second-year students at the Department of English, University of Oum El Bouaghi during the academic year 2022/2023. After analysing and interpreting the collected data, the study reveals that Oral Expression teachers encounter challenges in teaching listening skills, acknowledging the difficulties faced by students and highlighting the importance of using authentic materials to address vocabulary-related issues. However, despite these challenges, both teachers and students maintain positive attitudes towards the teaching materials used in the classroom and listening skills. Teachers perceive the teaching of listening enjoyable and recognize the benefits of using teaching materials and activities, while students enjoy listening to English and perceive the teaching materials as valuable aids and sources of motivation. The findings of this study suggest that universities should prioritize addressing the challenges in developing students' listening skills by enhancing the effectiveness of the teaching materials and providing professional development opportunities for teachers.