Browsing by Author "Mezzereg, Sara"

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    Investigating teacher's and student's attitudes towards the use of bimodal and standard subtitled videos to enhance EFL learner's vocabulary acquisition
    (university of Oum El Bouaghi, 2016) Kheddar, Radia; Mezzereg, Sara
    English vocabulary development can be achieved by means of several teaching and learning strategies. The present study aims at investigating both teachers and students attitudes towards the use of bimodal and standard subtitled videos to enhance vocabulary acquisition. It is carried out at the english department at Larbi Ben M'Hidi university in Oum-El-Bouaghi. In This study a descriptive method was followed, in which two main questionnaires were designed; The first one was handed to a sample of twelve (12) teachers, whereas the second one was designed to thirty (30) third year LMD students. The data collected from the questionnaire surveys showed that participants have positive attitudes toward learning vocabulary from bimodal and standard subtitled videos. The study suggested that subtitled videos can be used as an effective learning tool for EFL learners.
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    Using mind mapping technique on enhancing students' vovabulary acquisition
    (university of Oum- El- Bouaghi, 2017) Khiat, Amel; Mezzereg, Sara
    Teaching english vocabulary could be achieved via different methods. This study attempts to explore the effects of mind mapping technique on vocabulary learning. To fulfill this Purpose, thirty students of second year middle school "Berkani Messaoud" in Oum El Bouaghi city are selected from two intact classes. For that, a quazi experimental method of inquiry is adopted in this study for a period of five weeks. All participants are pre-tested to ensure that they are equivalent and homogeneous in their levels and the target words are unknown. The students in class are of mixed ages, gender, abilities and cultural background. We have chosen to work with second year students since they are still at the beginning stages of learning the target language. They also have a lack of a good building repertoire of words. For the experimental group, vocabulary is taught by using mind mapping technique such as : colors, keywords, images, shapes…....etc. While, The control group is taught through traditional technique such as translation into L1 and provision of synonyms and antonyms. At the end of the treatment ,the same test is given to both groups to check their vocabulary achievement. The results indicate that there are significant differences between the experimental and the control group in favor of the experimental group because this latter received mind mapping technique ,while the other did not. At the end, the researcher concludes that learning english vocabulary through the use of mind mapping technique helps students learn new English vocabulary.