Browsing by Author "Nemouchi, Abdelhak"

Now showing 1 - 9 of 9
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    Investigating teachers’ attitudes toward classroom teaching and online teaching of writing
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Traidi, Aridj; Abassi, Ilhem; Nemouchi, Abdelhak
    In response to the situation of the pandemic COVID-19 outbreak which has been affected worldwide, a change in the traditional methods of teaching had to be made. Consequently, e-learning was adopted. The latter has never been practised in Algeria at all educational levels until March 2020 after the universities' closure on account of the pandemic. This sudden shift left teachers unprepared. The teachers of writing were only familiar with classroom teaching for so long, so teaching online definitely affected their attitudes and way of teaching. The main concern of this dissertation is to investigate teachers' attitudes toward classroom teaching and online teaching of writing during the covid-19 pandemic. We have hypothesized that the teaching of writing in classroom settings is more efficient than its teaching through online scenery in the teachers of writing perspective. In order to prove the confirmation or the rejection of our hypothesis, we adopted a qualitative method of data collection where a questionnaire was used. The questionnaire was administrated to eleven teachers of Techniques of Written Expression module in the department of English at Larbi Ben M'hidi University, Oum El Bouaghi. The questionnaire was given during the academic year 2021-2022.The findings showed that the teachers of writing find classroom teaching much more efficient than teaching through online settings.
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    Investigating the impact of using the fish bowl discussion strategy on increasing the EFL students’ participation in oral class
    (University of Oum El Bouaghi, 2018) Adoum, Farida; Nemouchi, Abdelhak
    The present study is about investigating the impact of using the fishbowl discussion strategy on increasing students' participation in EFL oral classes. The suggested hypothesis is that the fishbowl discussion strategy as part of cooperative learning that encourages the use of group discussions for a fruitful learning can boost EFL students' participation in oral class. In order to check the validity of this hypothesis, a questionnaire was addressed to second year students at Laarbi Ben M'hidi University, and an experiment was conducted with the same mentioned sample. The analysis of the results shows that EFL students like oral classes, and they have the desire to increase their participation, but their obstacle is within the way they study oral classes and the lack of interest in topics being discussed during the oral sessions. A close attention should be given to the learning environment and to the choice of topics, and these are actually found in the fishbowl discussion strategy. It encourages more the use of group discussions for learning about new topics or developing new creative ideas rather than the individualistic learning. Moreover, the fishbowl encourages students to choose their topics of interest. The suggested hypothesis was confirmed throughout the experiment that was conducted during the academic year 2017-2018 and revealed the following results: the use of the fishbowl discussion strategy as a method of teaching can substitute the traditional methods of teaching EFL students. Furthermore, it can boost with great efficiency EFL students' participation in oral sessions.
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    Investigating the relationship between emotional intelligence and test-taking anxiety in foreign language learners' classes
    (university of Oum- El- Bouaghi, 2017) Atrous, Houssam Eddine; Nemouchi, Abdelhak
    Seeing how important tests and exams are in the student's life, and that they can determine his career and future, we can understand how exams cause a great deal of anxiety for the students. This Test-Taking Anxiety (TTA) hinders the student's academic performance and can even harm him physically. Several researchers suggested many variables that can be a potential solution to the issue at hand. Among them, we shed light on Emotional Intelligence (EI) which has the four pillars that are: being aware of the emotions, managing and controlling the emotions, being aware of other's emotions, and the ability to communicate with others effectively. Using a correlation research, we tested the hypothesis that claims that there is a relationship between EI and TTA. We used two different tests to measure EI and TTA: Schutte Self-Report Emotional Intelligence Test (SSEIT) and Sarason Test Anxiety Questionnaire. We worked with two groups of 1st year EFL students of English department at Larbi Ben Mhidi University. After gathering the data using the two tests of EI and TTA, we analyzed the data using SPSS. We found that there is a significant negative relationship between EI and TTA. That is to say, the higher the EI, the less TTA is. So we confirmed the research hypothesis.
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    Reducing anxiety and raising oral engagement through the use of a new teaching technique puzzle games
    (university of Oum-El-Bouaghi, 2016) Hoceini, Fatima; Nemouchi, Abdelhak
    The dissertation at hand investigates the effect of using "puzzle words" games as a teaching strategy to minimize anxiety and raise engagement in oral performance. It also aims to examine the relationship between anxiety and its effect on oral performance. Therefore, in order to achieve the targeted aims, First Year LMD students of english at Larbi Ben M'Hidi university were the population under scrutiny. First, a questionnaire was administrated to the sample which is constituted of 50 students in order to determine their attitudes about the effect of anxiety on oral performance. In the other hand, it focuses on gathering general information about their reaction and views toward the speaking skill and games in classroom. A quasi-experiment was conducted on the aforementioned sample where two already made groups consisting of 25 students each were chosen, one experimental and the control group. The two groups received the same pre-test in a form of oral session in order to measure their level in participation and fluency. Then, the experimental group was exposed to a puzzle words game in a remedial session; whereas, the control group was taught traditionally. Finally, a post-test was undertaken by both groups; it followed the same procedure as the pre-test. Third, another questionnaire was distributed to the experimental group that was exposed to puzzle words games. It aimed to unveil the students' stance about the effect of games on reducing anxiety. The results collected from the means in this study were in favour of the research hypothesis stated previously: "the use of puzzle words games as a teaching strategy has a positive effect on reducing students' oral anxiety and raising their engagement in oral performance".
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    The Enhancing effect of summative written corrective feedback on the students' writing proficiency
    (university of Oum El Bouaghi, 2016) Rezgui, Farida; Nemouchi, Abdelhak
    This research aims to investigate the enhancing effect of using summative written corrective feedback on the students' writing proficiency. In order to get a deep understanding of the matter in question, a quasi-experiment consisting of a pre-test, a treatment, and a post-test has been conducted. The researcher worked with two already made groups, experimental and control, each one composed of 20 participants. They have different levels, skills, and backgrounds. The implementation of the experiment lasted for 1 month and half. As a pre-test, both groups were asked to write a paragraph in 30-45 min. to determine their actual level of writing. During the treatment sessions, both groups were asked to write four paragraphs with the difference that the experimental group received summative written corrective feedback, while the control group got only marks on test papers. Unexpectedly, the comparative analysis of the results revealed that the corrective feedback did not generate a significant improvement in students' writing proficiency.
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    The Impact of cultural globalization on the primary aspects of students’ national identity
    (University of Oum El Bouaghi, 2024) Ikni, Ouiame; Nemouchi, Abdelhak
    The significance of cultural globalization in the present era lies in its profound impact on global communication and the exchange of ideas, consequently influencing national identities. This thesis aims to investigate the impact of cultural globalization on the national identity of Algerian students and focuses on the impact of cultural globalization on religion, language, and traditions.We distributed the questionnaire to 100 students and found that they had diverse opinions on the impact of this phenomenon. There is also recognition of the impact of cultural globalization on daily life. Also, we found out that while some are concerned about the loss of cultural traditions, others view globalization as an opportunity for adaptation. In conclusion, the study highlights the need for further discussions on these complex issues.
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    The Impact of EFL learners’ mother tongue (arabic) interference on the acquisition and use of some english prepositions (on, in, at) in written production
    (University of Oum El Bouaghi, 2018) Saadaoui, Khadidja Sassia; Nemouchi, Abdelhak
    Learning the English preposition by EFL students is not without difficulties since the two languages differ in many aspects. This research work aims to investigate the impact of EFL learners' mother tongue interference on the acquisition and use of some English prepositions (on, in, at) in written production. Based on the assumption that 3rd year students master some grammatical rules that govern the use of prepositions, we hypothesize that errors made by EFL students are due to interference of standard Arabic. In order to check this hypothesis, a test and a questionnaire have been administered to a sample of 20 students. The results show that students have failed to put the correct form of English prepositions and committed some errors which are mainly due to their mother tongue (Arabic) interference. In order to confirm the hypothesized reasons behind such a failure, a questionnaire has been administered to the same sample. The findings of the analysis of the questionnaire have indicated that the primary cause of misusing the English prepositions is due to interference of standard Arabic, and this confirms the hypothesis of this research.
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    The Role of extracurricular activities in motivating EFL learners and improving their oral proficiency: the case of third year students at Larbi Ben M’hidi University
    (University of Oum El Bouaghi, 2023) Djaoui, Chaima; Nemouchi, Abdelhak
    The purpose of this study is to investigate how participation in extracurricular activities can motivate university students and develop their oral performance. The research study outlines some extracurricular activities, specifically English songs, movies, and videogames, which together showed significant improvement in students' oral skills. The instrument used was a questionnaire for third-year EFL learners to investigate their opinions and attitudes regarding the perceived impact of these activities on their academic oral performance. The findings revealed that ECAs could provide a platform for new ways of learning, academic support, extra practice, variety, fun, and student skill improvement. Students who participate in ECAs generally benefit from the many opportunities afforded them. They boost their self-confidence and self-esteem, boost their motivation to study the language, improve their oral skills, and lead to higher grades. Therefore, participation in extracurricular activities and oral competency are positively correlated. As expected, in that students require extra opportunities to improve their oral performance and to create situations that will allow them to use and speak language effectively.
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    The Teacher student relatedness through the lens of power distance dimension in Hofstede terms
    (University of Oum El Bouaghi, 2023) Kouachkhia, Amina; Kouachkhia, Rayane; Nemouchi, Abdelhak
    Teacher-student relatedness is a crucial concept in educational field since teacher and student play an archetypical role pair in classroom setting. When culture is combined with teaching and learning, this leads to differences in teacher's and student's expectations. The present dissertation aims at investigating the teacher-student relatedness through the lens of Power Distance dimension in Hofstede terms. In otherword, it attempts to investigate the teachers' and students' perception of teacher-student relationship and if the latter influences the students' achievement. Two questionnaires have been used as data collection tools. The first one was submitted to one hundred (100) students and the second one to eighteen (18) teachers in English Department at Larbi Ben M'hidi University, Oum El Bouaghi. The analyses of the questionnaires reveal that teacher-students relatedness has an influence on students' achievement. Students perceive teacher-students relationship as a distant one, yet, they prefer to have a close relation with teachers. Teachers perceive this relationship as a friendly relation, and they tend to be friendly with students. For that reason, creating a close relationship with students helps form a positive learning atmosphere and makes students more engaged, motivated, and interested in learning.