Browsing by Author "Merrouche, Sarah"
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Item A Contrastive genre analysis of research works introductions(University of Oum El Bouaghi, 2023) Mezrag, Djamel; Merrouche, SarahAcademic research papers have long been the focus of genre analysis and metadiscourse studies. Yet, contrastive genre analyses of PhD theses and Master's dissertations of language students, be it native or non-native speakers of English, have been given very little attention particularly to their writing research work introductions. Bringing together the two well-cited and comprehensive frameworks of move analysis (the CARS model, Swales, 2004) and metadiscourse theory (Hyland's (2005) metadiscourse taxonomy), the present study investigates the move-step structure and metadiscourse use in a corpus of introductions of academic writings (research articles, PhD theses and Master's dissertations) authored by English native and Algerian writers. The aim behind it is to identify the similarities and differences of the rhetorical preferences between these authors. The findings showed that all three moves introduced in the CARS model were employed in research work introductions. The findings were also in line with those of Swales (2004) who argued that most introductions authored by native English writers were in conformity with the M1-M2-M3 pattern and where the three moves appeared in a cyclical manner. On the other hand, while the Master's dissertations and research article introductions have been found to be similar, denoting a slight deviation from the CARS model, the PhD thesis introductions showed more liberal ways of text organization characterized by mixed discursive non-linear patterns. The analysis of research work introductions by native English and Algerian writers has demonstrated that native English writers were more likely to include all three moves in their introductions, especially Move 2. Its realization was also a mark of difference between the two groups of writers. Furthermore, the analysis revealed that while Algerian writers of all research works introductions oriented their attention towards local academic problems, native English writers focused more on research-related problems. In comparing the use of metadiscourse, native English writers' research articles showed inclination to use more interactive metadiscourse than the research articles of Algerian authors. PhD thesis writers employed more interactive metadiscourse than Master's dissertation writers did. The comparison pointed out to the fact while native English writers were more concerned about creating an international space for their research, the Algerian ones focused much on the organization of their texts. These findings might help us to deduce that while native English writers produced argumentative introductions where their stance towards the content and their potential readers were highly signaled, the Algerian writers seemed to produce narrative introductions characterized by the absence of self-representation, argument evaluation, reader involvement and promotional strategies. Overall, these results suggest that cultural elements, particularly discourse community norms and practices, have a significant influence on how academic authors structure their arguments and interact with their text and audience. Therefore, the findings illustrate the increasing urge for Algerian writers' understanding of intercultural contrasts and similarities. Besides, applied linguists are also urged to introduce methods for integrating metadiscourse in syllabuses and courses for teaching writing at the university level. Les articles de recherche académique ont longtemps été au centre des analyses de genre et des études de métadiscours au cours des quatre dernières décennies. Beaucoup a été dit à propos des choix structuraux et linguistiques dans les articles académiques en général ou en partie dans différentes sections du travail. Depuis l'avènement des études de genre, la section d'introduction aux travaux universitaires de recherche, davantage axée sur les articles de recherche, a attiré beaucoup d'attention, l'accent étant mis sur les différences interdisciplinaires. Malgré l'accent mis sur ces travaux de recherche, l'écriture des étudiants en anglais, langue étrangère, a été négligée. De plus, les analyses de genre contrastées des introductions de thèses de doctorat et de mémoires de maîtrise ont été incroyablement rares, avec presque toute l'attention portée à la rédaction d'introductions de travaux de recherche produites par des locuteurs natifs ou non natifs de l'anglais. Réunissant les deux cadres bien cités et complets de l'analyse des mouvements (le modèle CARS, Swales, 2004) et la théorie des métadiscours de la taxonomie des métadiscours de Hyland (2005), cette analyse de genre contrastée étudie la structure des étapes de mouvement et l'utilisation des métadiscours dans un corpus des introductions d'articles de recherche rédigés par des auteurs anglophones et dans un corpus d'articles de recherche, de thèses de doctorat et de mémoires rédigés par des apprenants algériens de l'anglais comme langue étrangère. Celles-ci visent à identifier les similitudes et les différences en termes de préférences rhétoriques entre ces groupes d'auteurs.Les résultats ont montré que les trois mouvements étaient utilisés dans les introductions de travaux de recherche. Ces mêmes résultats étaient également conformes aux conclusions de Swales (2004) en ce sens que la plupart des introductions rédigées par des écrivains anglais natifs se conformaient au modèle M1-M2-M3 et que les trois mouvements apparaissaient de manière cyclique. Alors que les introductions des mémoires de maîtrise et des articles de recherche se sont avérées similaires, montrant une légère déviation par rapport au modèle CARS, les introductions des thèses de doctorat ont montré des façons plus libérales d'organisation des textes caractérisées par des modèles non linéaires discursifs mixtes. Cependant, les introductions de travaux de recherche rédigées par des auteurs anglophones et algériens différaient à la fois dans la fréquence d'occurrence et dans la réalisation linguistique de Move 2. Les introductions des auteurs Algériens n'incluaient généralement pas les trois mouvements, en particulier le mouvement 2, contrairement à celles des auteurs anglais natifs qui utilisaient fréquemment les trois mouvements comme obligatoires. La réalisation du mouvement 2 était aussi une marque de différence entre les auteurs (Natifs Anglais) NA et Algériens. L'analyse a révélé que, tandis que les auteurs Algériens dans toutes les introductions de travaux de recherche orientaient leur attention vers les problèmes académiques locaux, les auteurs NA se concentraient davantage sur les problèmes liés à la recherche. De plus, même si le modèle CARS (Swales, 2004) a défini de manière adéquate la structure par étapes des introductions des articles de recherche (RA), il ne pouvait pas tenir compte de la structure par étapes des introductions dans la thèse de doctorat et la thèse de maîtrise. Cela tient à la structure rhétorique complexe et hybride de ces introductions de travaux de recherche. Cela est dû à la structure rhétorique complexe et hybride de ces introductions de travaux de recherche. Les résultats ont également révélé des similitudes et des différences en termes d'utilisation du métadiscours entre tous les groupes d'écrivains. En comparant l'utilisation du métadiscours, il a été révélé que les auteurs anglophones d'articles de recherche étaient plus enclins à utiliser des métadiscours plus interactifs que les auteurs d'articles de recherche Algériens. Les auteurs de thèses de doctorat ont utilisé un métadiscours plus interactif que les auteurs de thèses de master.La comparaison entre nativeness (NA) et non-nativeness a révélé que si les écrivains anglophones étaient plus soucieux de créer un espace international pour leurs recherches, les auteurs Algériens, par contre, se concentraient davantage sur l'organisation de leurs textes. Sur la base de ces données, on peut affirmer que, tandis que les écrivains anglophones ont produit des introductions argumentatives où leurs positions vis-à-vis du contenu et de leurs lecteurs potentiels étaient fortement signalées, les écrivains algériens semblaient produire des introductions narratives caractérisées par l'absence d'auto-représentation, d'évaluation des arguments, implication des lecteurs et stratégies promotionnelles.D'une manière générale, les résultats démontrent que les éléments culturels, en particulier les normes et pratiques de la communauté discursive, ont une influence significative sur la façon dont les auteurs académiques structurent leurs arguments et interagissent avec leurs textes et leur public.Par conséquent, il est fortement recommandé d'amener les auteurs Algériens à mieux comprendre les contrastes et les similitudes interculturels. De plus, il est conseillé aux spécialistes en linguistique d'introduire des méthodes d'utilisation du métadiscours dans les cours d'enseignement de l'écriture au niveau universitaire. لطالما كانت الأوراق البحثية الأكاديمية محورًا لتحليل النوع ودراسات ما وراء الخطاب. ومع ذلك، فإن تحليلات الأنواع المتناقضة لأطروحات الدكتوراه ومذكرات الماستر لطلاب اللغة، سواء كانوا من ذوي اللسان الإنجليزي أو غير الناطقين به، لم تحظ باهتمام كبير خاصة لمقدمات أعمالهم البحثية الكتابية. من خلال الجمع بين إطارين شاملين مشهورين لتحليل الحركة (نموذج كارس CARS ، Swales ، 2004)ونظرية ما وراء الخطاب التي تبناها هايلاند (Hyland (2005) تصنيف ما وراء الخطاب، تبحث هذه الدراسة في بنية الخطوة واستخدامها وراء الخطاب في مجموعة من مقدمات كتابات أكاديمية (مقالات بحثية، أطروحات دكتوراه ومذكرات الماستر) من تأليف كتاب انجليز وكتاب جزائريين. الهدف من وراء ذلك هو تحديد أوجه التشابه والاختلاف في التفضيلات البلاغية بين هؤلاء المؤلفين. أظهرت النتائج أن جميع الحركات الثلاثة التي تم تقديمها في نموذج CARS قد تم استخدامها في مقدمات العمل البحثي. كانت النتائج أيضًا متوافقة مع تلك التي توصل إليها سوايلز Swales (2004) الذي اعترف بأن معظم المقدمات التي كتبها الكتاب الإنجليز كانت متوافقة مع نمط M1-M2-M3 وحيث ظهرت الحركات الثلاث بطريقة دورية. من ناحية أخرى، بينما تبين أن مذكرات الماستر ومقدمات المقالات البحثية متشابهة، وهو ما يدل على انحراف طفيف عن نموذجCARS ، أظهرت مقدمات أطروحات الدكتوراه طرقًا أكثر ليبرالية لتنظيم النص تميزت بأنماط استطرادية غير خطية مختلطة. أظهر تحليل مقدمات العمل البحثي المنجز من قبل الكتاب الإنجليز والجزائريين أن الكتاب الإنجليز كانوا أكثر عرضة لتضمين جميع الحركات الثلاث في مقدماتهم ، وبالأخص الحركة 2. وكان تحقيقها أيضًا علامة على الاختلاف الكائن بين مجموعتي الكتاب. علاوة على ذلك، كشف التحليل أنه في حين أن الكتاب الجزائريين في جميع مقدمات الأعمال البحثية وجهوا انتباههم نحو المشكلات الأكاديمية المحلية، ركز الكتاب الإنجليز أكثر على المشكلات المتعلقة بالأبحاث. من خلال مقارنة استخدام ما وراء الخطاب أظهرت المقالات البحثية الخاصة بالكتاب الانجليز ميلا الى استعمال طرق ما وراء الخطاب أكثر تفاعلية من المقالات البحثية للمؤلفين الجزائريين. استخدم كتّاب أطروحات الدكتوراه الخطاب الفوقي التفاعلي أكثر مما استخدمه كتّاب مذكرات الماستر. كما أشارت المقارنة إلى حقيقة أنه بينما كان الكتاب الإنجليز أكثر اهتمامًا بإنشاء مساحة دولية لأبحاثهم، ركز الجزائريون أكثر على تنظيم نصوصهم. قد تساعدنا هذه النتائج على استنتاج أنه بينما قدم الكتاب الإنجليز مقدمات جدلية حيث تم الإشارة إلى موقفهم تجاه المحتوى وقرائهم المحتملين بشكل كبير، بدا أن الكتاب الجزائريين ينتجون مقدمات سردية تتميز بغياب التمثيل الذاتي وتقييم الحجج ومشاركة القارئ واستراتيجيات الترويج. بشكل عام ، تشير هذه النتائج إلى أن العناصر الثقافية ، ولا سيما معايير وممارسات مجتمع الخطاب ، لها تأثير كبير على كيفية بناء المؤلفين الأكاديميين لحججهم والتفاعل مع نصهم وجمهورهم. لذلك، توضح النتائج الحاجة المتزايدة لفهم الكتاب الجزائريين للتناقضات والتشابهات بين الثقافات. إلى جانب ذلك، يتعين حث اللغويين التطبيقيين أيضًا على إدخال طرق لدمج ما وراء الخطاب في المناهج والدروس لتدريس التعبير الكتابي في الجامعة.Item A Corpus-based analysis of stance marking in research articles(Oum-El-Bouaghi, 2020) Messabhia, Imane; Merrouche, SarahA large amount of studies have investigated stance marking in different genres; however, little attention was drawn to the literature review section. Several studies have favoured other parts of research as important genres for exploring stance because it is commonly believed, especially by novice non-native researchers, that the section is a mere statement of propositional content reporting on previous knowledge. The current study attempts to determine the frequency and types of stance MD devices used in LR sections of RAs written by native and nonnative researchers of English and to compare the stance MD markers employed by either researchers and explore if there are significant differences among the LR sections of these RAs in terms of the use of stance IMDMs. Twenty literature reviews of research articles compiled into two equal-sized corpora each representing one of two different cultures, namely Algerian and British cultures, were analyzed and compared in terms of stance features. The analysis was carried out using AntConc software based on Hyland’s (2005) framework of stance interactional metadiscourse markers. After that data were subjected to comparison, contrast then a Chi-square test through SPSS software. The findings obtained demonstrated both differences as well as similarities between the two corpora in terms of types, order and frequency of the markers employed. It was found that Algerian researchers used limited numbers of stance interactional metadiscourse markers in comparison to native researchers. Similarly, the results of the Chi-square test indicated the presence of a significant difference in the use of those markers between both groups of researchers. Consequently, the alternative hypothesis was accepted and stance and culture were proved associated. Hence, this study highlights the evaluative nature of the literature review section as well as the importance of cross cultural differences in discourse.Item A Descriptive study about the use of phrasal verbs in EFL students’ narrative writings(Oum-El-Bouaghi, 2020) Boukhalfa, Nadjmeddine; Merrouche, SarahThe present dissertation is carried out to investigate the teachers' opinions and teaching techniques regarding Phrasal Verbs (PVs) in the Algerian English as a Foreign Language (EFL) class. Besides, it investigates whether or not third year LMD students at L'arbi Ben M'hidi University - Oum El Bouaghi - use PVs in their academic writing, i. e., how many PVs they use and whether they use them correctly or not. First, since part of the work is about teachers' perceptions, a questionnaire was administered to 15 teachers of grammar and written expression at the English Department in the same university. Secondly, the other part of the study is about the students' performance regarding PVs in formal writing. In fact, the students were asked to write narrative essays of five paragraphs about the embarrassing moments that they have experienced in their life in general. The results show that 80% of teachers believe that FPVs almost never appear in the students' written production, which is a negative point and should be worked on. Moreover, regarding their performance with PVs in formal writing, EFL students, as 80% of the selected sample of teachers believe, did not use any FPVs in their essays. Besides, the majority of the PVs they included were informal and used inappropriately. This confirms our hypothesis that 3rd year LMD students use nearly no formal phrasal verbs in their academic writing. As a consequence, the EFL learners' awareness concerning these grammatical complexities, otherwise known as multi word verbs, should be raised; they need more exposure and practice to use them correctly and to fully master them to show their competence.Item A descriptive study about the use of phrasal verbs in EFL students’ narrative writings(University Of Oum El Bouaghi, 2019) Boukhalfa, Nadjmeddine; Merrouche, SarahThe present dissertation is carried out to investigate the teachers' opinions and teaching techniques regarding Phrasal Verbs (PVs) in the Algerian English as a Foreign Language (EFL) class. Besides, it investigates whether or not third year LMD students at L'arbi Ben M'hidi University - Oum El Bouaghi - use PVs in their academic writing, i. e., how many PVs they use and whether they use them correctly or not. First, since part of the work is about teachers' perceptions, a questionnaire was administered to 15 teachers of grammar and written expression at the English Department in the same university. Secondly, the other part of the study is about the students' performance regarding PVs in formal writing. In fact, the students were asked to write narrative essays of five paragraphs about the embarrassing moments that they have experienced in their life in general. The results show that 80% of teachers believe that FPVs almost never appear in the students' written production, which is a negative point and should be worked on. Moreover, regarding their performance with PVs in formal writing, EFL students, as 80% of the selected sample of teachers believe, did not use any FPVs in their essays. Besides, the majority of the PVs they included were informal and used inappropriately. This confirms our hypothesis that 3rd year LMD students use nearly no formal phrasal verbs in their academic writing. As a consequence, the EFL learners' awareness concerning these grammatical complexities, otherwise known as multi word verbs, should be raised; they need more exposure and practice to use them correctly and to fully master them to show their competence.Item An analysis of the cultural content of the scondary school EFL textbook getting through(university of Oum-El-Bouaghi, 2013) Djerfi, Nora; Merrouche, SarahThe overall aim of the present research is to analyse the cultural content of the english textbook 'Getting through', which is used in the Algerian secondary school, second year level. In addition, an attempt is made to investigate the teachers' attitudes towards culture teaching and the way culture is actually taught in the Algerian EFL class. The investigation is based on a qualitative analysis of the textbook's cultural content using an evaluative guide, and a questionnaire submitted to secondary school second year teachers to get more knowledge about the methods they use to teach culture. On the basis of the textbook analysis and the collected data, our hypothesis has been confirmed in that the textbook cultural content has proved to be of secondary importance and is left in the background; moreover, it is limited to serve linguistic objectives.Item An Evaluation of the Algerian textbook my book of english and the french textbook “enjoy english”: an attempt to Inspire Algerian textbook designers(University of Oum El Bouaghi, 2023) Laiche, Rayane; Merrouche, SarahTeaching the English language to young learners has become a major concern in Algeria recently. This dissertation is an evaluation of the new Algerian textbook entitled "My Book of English" and the French textbook "Enjoy English". By examining them side by side, the study aims to assess their richness and appropriateness, and to draw insights from the French textbook to remedy the weak areas in "My Book of English" and to inspire the Algerian syllabus designers for developing the future EFL materials. The study was conducted using a qualitative approach that relies on an adapted evaluation checklist designed by Cunnigsworth (1996). The analysis revealed that the Algerian and the French textbooks serve as appropriate learning sources that facilitate the process of learning a new language. However, it was noted that "My Book of English" failed to include important qualities of excellence that were gleaned from the inspirational material "Enjoy English" including general appearance, authenticity, cultural contextualization, tasks variation, difficulty level, and so on. Throughout the study, we emphasized the significant recommendations that should be considered for improving both the existing and the future beginners' Algerian coursebooks. Algerian textbook designers must be cognizant of the identified shortcomings and should delve into other coursebooks from the top-ranked countries to improve future teaching materials.Item An Exploratory study of the effect of reflictive practice on novice EFL teachers(university of Oum-El-Bouaghi, 2015) Hadji, Lina Mana; Merrouche, SarahNovice teachers are at the start line of professional development: they seem to face many challenges, difficulties and complexities during their first years of practice that are arduous to deal with and get over. They are in need of a helping hand that accompanies them through their first journey. This might be "reflective practice", for it has a positive history in education and professional development. The present dissertation aims to firstly, investigate teachers' perceptions and understanding of reflective practice. Secondly, it attempts to explore the effect reflective practice has on novice teachers. A survey questionnaire was administrated to 36 teachers of English at the University of Larbi Ben M'Hidi to serve the first aim. Reflective journals, qualitative data collection tools, were used over the period of five months in order to serve the second aim; in addition, a post-questionnaire was resorted to confirm the findings. Five novice teachers were haphazardly chosen from the English department of Larbi Ben M'Hidi University to participate in the experiment, they were asked to use reflective journals weekly following provided guiding questions. The results obtained from the survey questionnaire show that only few teachers are familiar with reflective practice (36 and as a consequence only few reflect on their teaching. Furthermore, the results gained from the reflective journals and the post-questionnaire analysis proved the effectiveness of reflective practice in helping novice teachers getting through their first year teaching, and their positive attitudes towards using the journals. Reflecting on one's teaching is recommended for both novice teachers, for it helps them sculpt their teaching skills, and veteran teachers, for they never stop learning and improving.Item An Investigation of teachers' and pupils' perceptions of the competency-based approach(université Oum-El-Bouaghi, 2014) Mazouz, Djamal; Merrouche, SarahThis study contends that EFL is not adapted to the everyday needs of algerian learners at the level of secondary schools. As a matter of fact, walls seem to exist between the knowledge these learners get in the classroom and the investment of this knowledge in the real world society for which it is destined. The Competency-Based Approach, otherwise known as the outcome-based approach, can solve this problem via building a bridge between the classroom life and the real life. This work attempted to investigate algerian EFL teachers' and pupils' perceptions of the Competency-Based Approach. Two main hypotheses were formulated. The first hypothesis stated that agerian EFL teachers would show a consistent understanding of CBA, its principles and techniques. The second hypothesis said that pupils would display an understanding of the role they are required to play in the framework of CBA. In order to test these two hypotheses, two questionnaires were designed. The results gained from the teachers' questionnaire partially confirm the first hypothesis, in the sense that 69.33% of the teachers displayed a consistent understanding of CBA in what relates to theory while 41.02% of them appeared to be unaware of what constitutes CBA in practice. On the other hand, the results obtained from the pupils' questionnaire confirm the second hypothesis, that is, 61.67% of the pupils demonstrated an awareness of the role they are required to play within CBA.Item Cultural issues in algerian EFL materials : an evaluation of the algerian secondry school 3rd year textbook(university of Oum-El-Bouaghi, 2015) Larouk, Abdeldjalil; Merrouche, SarahThis work is concerned with the evaluation of the algerian secondary school third year textbookfor english," new prospects", which was introduced by the Ministry of education under the general educational reform in 2007. The study focused on the book's cultural contextualisation on both the linguistic level (texts) and the visual level (images), which is very important in developing pupils' intercultural competence. More particularly, the study investigated which of the target language cultures are portrayed in the textbook and how the suggested activities contribute to raising the learners' awareness of culture. In addition to that, an attempt is made to investigate the teachers' perspective on the cultural content of the textbook. The evaluation is based on an adapted evaluation model Yassine (2008) that tackles the major facets of culture, inaddition to a questionnaire addressed to secondary school teachers who are currently using the textbook. The results obtained reveal that 'New Prospects' favours the british and americanmainstream culture as the main context for teaching english, as opposed to other Englishspeaking cultures, with focus on the national culture. Although the textbook mostly presentsculture as facts, the attempt to provide intercultural learning is sometimes encompassed by the activities but not to the point that makes students think critically.Item Developing students' small c cultural awareness through the use of the role play technique(university of Oum- El- Bouaghi, 2017) Bekhouche, Abderrahim; Merrouche, SarahThis research work investigates the use of the Role Play Technique in the EFL classroom and its impact on developing EFL learners' small "c" cultural awareness as far as the target language is concerned. This study opted for a quasi-experimental design to collect the data. The study went through three main phases: the pre-test phase, the treatment period phase, and the post-test phase. The study sample consisted of two groups that were chosen randomly with a total of fifty-eight first year students at Mohammed Sheriff Mesaadia University, Souk Ahras. The experimental group dealt with the target language small 'c' cultural issues through the use of the role play; while, the control group was exposed to the same target language small 'c' cultural content using the traditional lecturing approach. The independent sample t-test and the paired sample t-test were used to analyze data statistically. The results indicate that there are significant differences between the experimental group and the control group in that the former has outscored the latter in the post-test which measured their target language small 'c' cultural awareness.Therefore, the results of the study led to the conclusion that the use of the role play technique effectively develops the target language small 'c' cultural awareness among the EFL studentsItem Dogme english language teaching a fairy tale method in the algerian school?(university of Oum-El-Bouaghi, 2013) Bouchene, Sihem; Merrouche, SarahThe present work spots light on a language teaching methodology that has been generating heated debates since it was first suggested by Scott Thornbury in 2000, namely, Dogme ELT (english language teaching), also known as teaching unplugged. This work is intended to have a better understanding of the goals, principles and procedures of Dogme ELT, and to investigate its practicability and suitability to the algerian educational context. Additionally, questionnaires are designed for teachers and pupils at the secondary school level to examine their perceptions, knowledge and attitudes towards this new philosophy of language teaching / learning. Classroom observation is also resorted to find out to what extent teachers rely on coursebooks and other teaching materials in their lessons, and whether there is some space / hope for Dogme ELT to be applied in the algerian english language class. Results to this study show that although algerian secondary school teachers and students are not aware of Dogme ELT, they perceive it as an interesting new teaching methodology. However, only students believe in it suitability to the algerian educational context. In the light of these findings, there seem to be some hope/space for a future-Dogme-style teaching/learning in Algeria.Item Enchancing learners' grammatical accuracy through learner autonomy(university of Oum-El-Bouaghi, 2013) Berhail, Hiba; Merrouche, SarahThe present study is conducted to investigate the impact of implementing learner autonomy in grammar learning on the grammatical accuracy of EFL first-year students at Larbi Ben M'Hidi university, Oum-El-Bouaghi. To fulfil the purpose of this study, a quasi-experimental research design was conducted. Two pre-existing groups of learners were randomly assigned as experimental and control groups. Taking the english adverbials as the targets of this study, the two groups were pre-tested through two tasks: an adverb placement task and a grammaticality judgment task. Then, the experimental group learned grammar in an autonomous mode which involved self-access, reflection and self-assessment, while subjects in the control group studied grammar in the conventional way. After the treatment period, a post-test was administered for the two groups to measure their improvement. The analysis of data led to two main results. The paired-samples t-test showed that the autonomous learning of the target structures does highly affect the grammatical accuracy of the students. However, the independent-samples t-test indicated that the autonomous learning is not more effective than the conventional way of teaching in enhancing the students' grammatical accuracy. Hence, the hypothesis of the study was rejected in the sense that the autonomous learning was not proved to be significantly more effective than the conventional way of teaching grammar, though significantly effective in raising the students' grammatical accuracy.Item Examining three-way interaction effects of Dual N-back working memory training, metamemory, and anxiety levels on L2 writing performance(Univérsité Oum El Bouaghi, 2020) Khelalfa, Nawal; Merrouche, SarahAs a vital constituent of any human function, working memory (WM) is a complex construct that has gained the attention of second language researchers. Likewise, dual N-back WM training has attracted the attention of researchers, yet claims of improving untrained tasks with WM training have been highly controversial. This study attempts to put these claim to the test by implementing the dual N-back program in the language learning classroom in aims of assessing its effect on second language writing performance. The study not only examines the main treatment effect on writing, but it also tests for a two-way treatment-anxiety interaction effect, two-way treatment-metamemory interaction effect, and a three-way treatment-anxiety-metamemory interaction effect. The sample comprised 80 second year learners of EFL at the University of Larbi Ben M'hidi in Oum El Bouaghi, 42 of whom were allocated to the control group (CG), and the other 38 were allocated to the experimental group (EG). The EG received a treatment of dual N-back WM training for a duration of eight weeks while the CG was not manipulated. All writing scores were measured before and after the intervention in order to assess differences in group means. Anxiety and metamemory levels were measured using self-report questionnaires: the Multifactorial Metamemory Questionnaire and the Second Language Writing Anxiety Inventory. Results from Pearson's correlation analysis, Spearman's correlation analysis, ANCOVA, two-way ANOVA, and three-way ANOVA have revealed that writing scores are significantly correlated with anxiety but not metamemory. The EG outperformed the CG in the post-test after controlling for pre-test scores. Results also revealed a significant treatment-anxiety interaction effect but a non-significant treatment-metamemory interaction effect and a non-significant three-way interaction effects between all three independent variables. Etant un constituant primordial, voire essentiel, de toute fonction humaine, la mémoire de travail est une construction complexe qui a attire l'attention des chercheurs dans le domaine d'apprentissage des langues secondes. De même, l'entraînement à la mémoire à travers le test double N-back a attiré l'attention des chercheurs, mais les allégations quant à l'amélioration des tâches non entraînées avec la mémoire de travail ont été controversées. Cette étude vient, par conséquent, mettre ces prétentions à l'épreuve en agissant sur le programme dual N-back dans la classe d'apprentissage des langues, et cela pour une évaluation son effet sur les performances d'écriture en langue seconde. L'étude examine non seulement l'effet principal du traitement sur l'écriture, mais elle teste également l'effet d'interaction -anxiété par un traitement à deux voies ; un effet d'interaction traitement-métamémoire bidirectionnel et un effet d'interaction traitement-anxiété-métamémoire à trois voies. L'échantillon de l étude comprenait 80 apprenants de deuxième année d'EFL à l'Université Larbi Ben M'hidi à Oum El Bouaghi, dont 42 ont été alloués au groupe témoin et les 38 autres ont été alloués au groupe expérimental. Le group expérimental a reçu un traitement de double entraînement de la mémoire de travail N-back pour une durée de huit semaines sans que le group témoin ne soit manipulé. Les scores d'écriture de tous les participants ont été mesurés avant et après l'intervention afin d'évaluer les différences entre les moyennes des deux groupes. Les niveaux d'anxiété et de métamémoire ont été mesurés à l'aide d'un questionnaires d'auto-évaluation. Les résultats obtenus par l'analyse de la corrélation de Pearson, de l'analyse de la corrélation de Spearman, de l'ANCOVA, de l'ANOVA à deux facteurs et de l'ANOVA à trois facteurs révèlent que les scores d'écriture sont significativement corrélés à l'anxiété mais pas à la métamémoire. De plus, l'GE a surpassé le GT dans les scores d'écriture dans le post-test après un contrôle des scores pré-test. Les résultats ont également révélé un effet d'interaction traitement-anxiété significatif, mais un effet d'interaction traitement-métamémoire non significatif et des effets d'interaction à trois voies non significatifs entre les trois variables indépendantes. باعتبارها عنصرا حيويا في أي وظيفة للانسان ، الذاكرة العاملة هي بناء معقد اكتسب اهتمام الباحثين في اللغة الثانية. كذلك، جذب تدريب الذاكرة العاملة back-N Dual انتباه الباحثين، رغم أن مزاعم تحسين المهام غير المدربة بواسطة هذا التدريب مثيرة للجدل. هذه الدراسة تضع هذه المزاعم على المحك من خلال تنفيذ برنامج back-N Dual في البرامج الدراسية لتعلم اللغة بهدف تقييم تأثيره على أداء كتابة اللغة الثانية. هذه الدراسة تدرس فقط تأثير العلاج الرئيسي الذي هو back-N Dual على الكتابة، ولكنها تدرس أيضا تفاعل ثنائي الاتجاه بين المتغير الرئيسي والقلق وبين المتغير الرئيسي وما وراء الذاكرة كل على حدة، وتأثير التفاعل ثالثي الاتجاه بين المتغير الرئيسي والقلق و ماوراء الذاكرة. وشملت العينة 80 تلميذا في السنة الثانية تخصص لغة انجليزية كلغة اجنبية في جامعة العربي بن ُمهيدي في أم البواقي، منهم 42 تلميذ للمجموعة الشاهدة، وخصص 38 آخرين للمجموعة التجريبية. تلقت المجموعة التجريبية علاجا لتدريب الذاكرة العالملة back-N Dual لمدة ثمانية أسابيع في حين تم العمل بالبرنامج الدراسي العادي مع المجموعة الشاهدة.تم قياس نتائج الاختبارات الكتابية لجميع المشاركين قبل وبعد التدخل من أجل تقييم الاختلافات في معدلات المجموعتين. تم قياس مستويات القلق و ماوراء الذاكرة باستخدام استبيانات التقرير الذاتي. نتائج تحليل الارتباط لبيرسون، تحليل الارتباط لسبيرمان، ANCOVA ،وتحليل التباين الثنائي،و تحليل التباين الثلاثي تكشف عن أن علامات الكتابة ترتبط بشكل كبير مع القلق ولكن لا ترتبط مع ماوراء الذاكرة. وتفوقت المجموعة التجريبية على المجموعة الشاهدة في النتائج بعد اختبار الكتابة بعد حذف تأثير نتائج اختبارات الكتابة الأولية وكشفت النتائج أيضا عن تأثير كبير في التفاعل ثنائي الاتجاه بين المتغير الرئيسي والقلق ، ولكن كشفت النتائج عن تغيير غير مهم في كل من تأثير التفاعل ثنائي الاتجاه بين المتغير الرئيسي ما وراء الذاكرة والتأثير التفاعل الثلاثي بين جميع المتغيرات المستقلة الثالثة.Item Fostering EFL student' "S" small " C" cultural awareness through the use of the critical incident technique(university of Oum El Bouaghi, 2016) Amieur, Fatma Zohra; Merrouche, SarahThis dissertation investigates the use of the critical Incident technique in the EFL classroom and its impact on fostering EFL students' awareness about the target language small " C" cultural issues. We adopted a quasi-experimental approach for the sake of collecting data for the matter in hand. The approach went through three main phases: the pre-test, the treatment period, and the post-test. The study sample consisted of two groups that were chosen randomly with a total of 38 students out of 207 second year students at Larbi Ben M'Hidi university. The experimental group was exposed to the target language small 'c' cultural aspects through the use of the critical incident technique in a time span of about two months. While, the control group was exposed to the target language small " C" cultural issues, i.e. the same content of the experimental group, using the traditional lecturing approach. The independent sample t-test and the paired sample t-test were used to analyze data statistically. The results indicate that there are significant differences between the experimental group and the control group in that the former has better performed than the latter in what relates to the target language small " C" cultural awareness. Therefore, the study has contributed to the result that the use of the critical incident technique enhances and fosters the target language small " C" cultural awareness among the EFL students.Item Improving EFL learner's communicative competence through simulations(university of Oum-El-Bouaghi, 2013) Yousfi, Marwa; Merrouche, SarahThis dissertation is concerned with the use of simulation as a communicative technique in language classes and its advantages in enhancing foreign language learners' communicative competence. The present quasi-experimental study explores the use of simulation with the aim of transforming the traditional authority of the teacher in the language class to a more realistic, communicative and student-centred class and, at the same time, enhancing learners' communicative competence. A pretest-posttest research design is used. The sample population constitutes of two classes of first year LMD students of english at the university of Oum-El-Bouaghi. A total of fifty two students are involved in this study. Th experimental group was taught with the Simulation treatment for one semester; the control group was taught in the traditional way of teaching with no Simulation. Data are collected from two oral tasks and the statistical tool of the Independent Samples Test is used to determine whether there are significant inter-group differences. The results of the study show that the experimental group outperforms the control group significantly (p < .05). Simulation is thus recommended to be integrated, as a technique, into the English instruction as part of the curriculum. The present study ends with some suggestions for future research, limitations, and pedagogical implications of the study are presented.Item International Conference on Education and Educational Psychology (ICEEPSY 2011)(Elsevier, 2011) Merrouche, SarahThough many schools and universities are today connected to the Internet, its technologies are still not adequately integrated into classroom teaching and learning. Many teachers think in rather restricted ways about using online tools and resources in their profession. This paper attempts to shed light on the MOO (Multi-User Domain – Object Oriented) technology, which provides a flexible and rich virtual environment for synchronous communication. Focus is laid on the Da-MOO, or the Educational MOO, and the way it lends itself to collaborative learning, particularly tandem learning, to support teaching in the language classroom. A practical experience with “The Palace” is described. Algerian EFL students find it appealing, motivating and useful.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, SarahCulture 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.Item Investigating algerian secondary Efl teachers’ awareness of the target language teaching under the framework of Cba(Oum El Bouaghi University, 2022) Mazouz, Djamel; Merrouche, SarahOver the last two centuries, the place of culture in language teaching has been present in different approaches and methods to language teaching. However, few studies were conducted to examine the teaching of culture under the framework of the Competency-Based Approach (CBA). Certainly, since 2004, this approach has been implemented in the Algerian Educational System as a new interdisciplinary approach and medium of instruction and hence the textbooks of both levels, middle and secondary, were designed accordingly. Therefore, this study purports itself to investigate the role of CBA in upholding and fostering the teaching of culture in the Algerian context. In the light of this, a questionnaire was submitted to seventy secondary school EFL teachers at the district (Wilaya) of Oum El Bouaghi, Algeria. The obtained results disclose that there is a great awareness among EFL teachers of the significant role of culture in language teaching/learning. Nevertheless, the majority of them displayed a lack of what constitutes this role in terms of CBA classroom practices. Moreover, the amount of the target language culture is inadequately supplemented in the secondary school textbooks, notably through activities. Key words: The Competency-Based Approach, Interdisciplinary, Target language culture, Culture teaching, LanguageItem Investigating EFL students’ attitudes towards techniques used to teach the aural/oral skills(University of Oum El Bouaghi, 2023) Merouani, Asma; Merrouche, SarahThe oral/aural skills are important abilities that should be taught using appropriate techniques. In many contexts, students do not have the chance to express their views about them and seem to have no choice except to practise their oral/aural abilities through whatever techniques are imposed on them. The current study aims at investigating students' attitudes towards both thehabitual and the new techniques used to teach the listening and speaking skills. Two questionnaires were administered at the English Department, in Oum El Bouaghi University to second year students whose level of proficiency in listening and speaking ranged from intermediate to beginner. The first questionnaire aimed at uncovering their attitudes towards the techniques they are usually learning speaking and listening through (for example, presentations and audio tracks), and what other techniques they would suggest. The other questionnaire was also posted online to know what they think of the new techniques (to illustrate, interview and YouTube video) after applying them in some sessions. The results showed that students have negative attitudes towards the habitually used techniques; they supported the idea of using other ones; and they have developed positive attitudes towards the new used techniques. Therefore, it is recommended to use them in oral/aural classes.Item Investigating EFL teachers’ and students’ attitudes towards Paulo Freire's Pedagog(Oum-El-Bouaghi, 2020) Zekri, Hana; Merrouche, SarahThis research is concerned with Critical Pedagogy and Paulo Freire's pedagogy in particular. It puts on display concepts as Problem-Posing Education, Banking System, conscientazation, dialogue, and praxis. The aim of this study is to investigate EFL teachers' and students' views and attitudes towards Paulo Freire's to see to what extent it is considered in current classes in Algeria. Accordingly, two questionnaires were submitted to EFL teachers and learners at Larbi Ben M'hidi University, Oum El Bouaghi. The sample consists of 31 students from different levels and 16 educators. The analysis of the obtained results revealed that both teachers and students have positive attitudes towards Paulo Freire's Pedagogy. In addition to that, it showed that this pedagogy is not adequately implemented in the Algerian EFL classes.
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