Browsing by Author "Mezhoud, Soraya"

Now showing 1 - 4 of 4
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    Enhancing students’ speaking skill through Role play and group discussion
    (University Of Oum El Bouaghi, 2019) Belhouchet, Afaf; Mezhoud, Soraya
    Speaking is one of the most challenging and difficult skills among the four skills. Many problems facing students when speaking the language are due to many constraints including; lack of self-confidence; self-esteem; anxiety and shyness. We believe that there are a number of ways through which teachers can help their students to improve their speaking ability. One of these is the use communicative activities that help students to overcome their anxiety and shyness and promote their speaking ability. The present study aims to investigate the impact of using role-play and group discussion on improving students' speaking production in english as foreign language classes. It is based on the hypothesis that if role-play and group discussion activities are used in oral expression classes, students' communicative abilities will significantly be enhanced. The method used in this research is descriptive. It aims to describe communicative activities ( role play and group discussion) as the independent variable, and their benefits in developing learners' speaking skill as the dependent variable. To carry out this research and confirm or refute our hypothesis, we have been administered a questionnaire to first year LMD students in the English Department of EL ARBI BEN MHIDI University . The findings obtained from this research provide evidence that role play and group discussion are the adequate technique for developing students' speaking skill. The main conclusion drawn from this study has shown that using role play and group discussion, has a great impact on developing students' self-confidence and reducing their classroom anxiety and inhibition. Finally, this study recommended some suggestions for teachers to implement those techniques effectively and others for students that may help them to improve their speaking skill.
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    Investigating the effectiveness of word processor application in the improvement of EFL students’ editing practices in the writing skill
    (Oum-El-Bouaghi, 2020) Zaidi, Zineb; Zaoui, Hadjer; Mezhoud, Soraya
    In a rapidly changing world of computer technology, Word Processor is a powerful tool that has inevitably an impact on how teaching and learning in the 21st century are taking place. Teaching the writing skill in the digital age is being reshaped due to the inescapable use of Information and Communication Technologies (ICT’s) to match the needs of digital generation students. The present research aims to investigate the effect of Microsoft Word Processor on enhancing EFL students’ editing practices in the writing skill. It has been hypothesized that writing with Microsoft Word would significantly enhance students’ editing practices. To test out this hypothesis, a quasi- experiment was carried out with a pre- test and post-test design in which a sample of 36 randomly assigned third year secondary school students at Ferhati Hmida secondary school participated. Unlike the control group who received conventional editing lessons with pen and paper, the experimental group was taught editing with Microsoft Word. Two writing activities were administered as an overall evaluation of the participants’ editing practices as a pre- test and post-test, respectively. We also relied on textual analysis as a qualitative method to test the hypothesis. The end results demonstrated a higher level of editing practices when using the various editing facilities of Microsoft Word in EFL writing classes. Therefore, the hypothesis on which the present dissertation is based has been confirmed.
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    The Impact of teachers’ indirect corrective feedback on enhancing learners’ writing accuracy
    (Université Oum El Bouaghi, 2021) Bekkouche, Lamis Yasmine; Haddad, Nour Elimen; Mezhoud, Soraya
    The present study aims at investigating the impact of teachers? indirect corrective feedback on enhancing learners? writing accuracy. It is hypothesized that if teachers use indirect corrective feedback when responding to their students? writing productions, students? writing accuracy will be improved, for this will enable them to correct their errors by themselves. In order to test this hypothesis, data was collected by means of a quasi-experimental design and a questionnaire. The quasi-experiment was carried out with a pre-test and post-test design in which a sample of twenty (20) randomly assigned second year secondary school students at Moufdi Zakaria secondary school participated. A period of treatment took place between the two tests during which students received three writing assignments. A questionnaire, consisting of eleven (11) questions, was administered to secondary school teachers of English to obtain information about their attitudes towards the efficacy of indirect corrective feedback in improving learners? writing accuracy. In the light of the results obtained from the analysis of the collected data, the hypothesis is confirmed by the results of the quasi-experiment and rejected by the questionnaire. It can be concluded that most teachers who answered the questionnaire ignore the importance of indirect corrective feedback. Thus, we recommend that teachers of English opt for this type of feedback, for it enhances learners? writing skill in general and their writing accuracy in particular.
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    The role of oral presentations in enhancing the students’ speaking skill in EFL classes
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Nesraoui, Besma; Habes, Hadjer; Mezhoud, Soraya
    Nowadays learning English as a Foreign Language (EFL) or a Second Language (ESL) is becoming very important. With the advent of the communicative approaches to language teaching, which call for developing the communicative skills of students who have become the center of the teaching/ learning process, the speaking skill is viewed as an important element in the learning of English. However, it has been noticed that some students have weaknesses in speaking. Therefore, it is imperative for teachers to use oral activities in the classroom that help to enhance the students' speaking skill. Thus, the aim of this dissertation is to study the oral presentations' role in enhancing the students' speaking skill in EFL classrooms. The hypothesis states that if students perform a well-structured oral presentation in the oral expression session, then, their speaking skill will be improved and they will progressively develop their communicative competence. In order to check this hypothesis, an investigation took place. It consists of administrating questionnaires to 50 third year students belonging to the English Department at the El Arbi Ben M'hidi University as well as attending 4 sessions of classroom observation. The results obtained show that the majority of the students of English find that oral presentations are important activities to in the Oral Expression module. They also reveal that students communicate better when oral presentations are often used in oral classes. This research pinpoints the difficulties students face when speaking English such as low self-confidence and pronunciation mistakes as well as anxiety to face an audience and speak, and the research tried to give solutions to overcome these difficulties. It also shows that students need more practice in preparing oral presentations. The results found are hopefully useful and can serve future studies, and at the same time make students aware of the importance of oral presentations and activities in developing their speaking skill.