Browsing by Author "Selougui, Soumia"

Now showing 1 - 9 of 9
  • No Thumbnail Available
    Item
    Analysing the cultural content of EFL textbooks"my book of english" and "spotlight on english book three"
    (University of Oum El Bouaghi, 2023) Abidet, Zina; Selougui, Soumia
    The current study seeks to analyse the cultural aspects found in the Algerian EFL textbooks used in teaching learners at middle schools. Specifically, it aims to analyse what cultural elements are included in the old EFL textbook "Spotlight on English Book Three". It also aims to scrutinize what cultural elements are represented in the newly designed EFL textbook "My Book of English", along with making a comparison between both textbooks to get an overview about the main similarities and differences in terms of the representation of the cultural aspects. This study drew upon a qualitative research instrument (document analysis). Content analysis was employed to analyse the data. An adopted model of Bader Dweik and Sa'ida Walid Al-Sayyed (2015) was employed as a theoretical framework for scrutinizing the cultural components included in both EFL textbooks. The results indicated that while the textbook "Spotlight on English Book Three" focused primarily on leisure time, music and arts, and family and male female relationship, "My Book of English" limited the focus on literature and science and education categories. Based on these findings some recommendations are suggested on textbooks writers to reconsider the inclusion of the cultural components in English textbooks.
  • No Thumbnail Available
    Item
    EFL students' views on the use of chatGPT in their writing assignments
    (University of Oum El Bouaghi, 2024) Tlaidjia, Sarra; Selougui, Soumia
    Chat GPT is considered as an innovative language model. It has gained significant popularity among university students. The impact of ChatGPT on students’ writing abilities is unclear from their perspective. Their viewpoints play a significant role in assessing the worth of ChatGPT for language learning in terms of its benefits and challenges. This study, therefore, is threefold. First, it aims to investigate EFL students’ views on the use of ChatGPT in their writings. Second, it aims to explore the main benefits of using ChatGPT, in addition to the possible challenges that could face university students when using such an innovative tool. A quantitative method was employed in this study. More specifically, a Likert scale questionnaire was used to collect the data. The questionnaire forms were distributed to 52 third year LMD students. The findings of this study indicated that the majority of EFL students had a positive view regarding the use of ChatGPT in their writings. Also, it was found out that EFL students believed that ChatGPT can be beneficial in terms of improving their abilities in areas like grammar, coherence, and vocabulary. However, they raised concerns about over-reliance on ChatGPT, academic dishonesty, and the negative impact of ChatGPT on their writing skills and critical thinking. Significantly, most of EFL students proposed suggestions for an ethical use of ChatGPT by recommending it as a tool to assist only. This could guide the use of AI tools in educational settings.
  • No Thumbnail Available
    Item
    EFL students’ views on the use of moodle activities quizzes, chats, and forums
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Ben abdelhafid, Ghozlane; Guellif, Mouna; Selougui, Soumia
    Moodle is one of the popular e-learning applications, and it is a useful platform for online study. Moodle is characterized by various features that support interactive activities. In this vein, this research aimed to investigate to what extent Algerian EFL students use Moodle activities such as: (Quizzes, Forums, and Chats). It also aimed to explore the underlying reasons behind the use or not use of these activities. This study drew upon a quantitative method. A questionnaire was the main tool used to collect the data for this study. Statistical tests and thematic analysis were used to analyse the data of the questionnaire. In this study, the participants were EFL students at the Department of English in Oum El Bouaghi city. 133 male and female were recruited in this study. The findings of the study indicated that the majority of the students in the English department did not use Moodle activities such as (Quizzes, Forums, and Chats). It was also found out that the use of the Moodle platform is limited to uploading lessons mainly. The findings also revealed several reasons behind the non-use of Moodle features (Chats, Forums, and Quizzes) namely: the lack of knowledge and training, lack of motivation, the method of teaching, which means students prefer face to face teaching more than the online one, in addition to technical problems.
  • No Thumbnail Available
    Item
    In service education and training inset in Algeria
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Rebai, Nessrine; Ferrah, Houssem Eddine; Selougui, Soumia
    In-service education and training programs have a fundamental role in the teachers' professional career. The INSET programs work to provide teachers with the required knowledge in order to develop their professional skills, abilities, and to meet their needs. Specifically, this study is primarily concerned with exploring the views of stakeholders. In this respect, it explored the views of EFL teachers on the in-service training programs they receive, along with their perspectives about whether these programs meet their needs or not. The study also investigated the EFL inspectors' perspectives about the main rational of designing these programs. This study drew upon both qualitative (semi-interviews) and quantitative (questionnaire). Both questionnaires and interviews were employed to collect the data of this study. Statistical (SPSS) and thematic analysis approaches were used to analyse the data. The participants of this study were EFL teachers and EFL inspectors from Oum El Bouaghi city. For the questionnaire, 47 male and female teachers took part in this study, while three EFL inspectors were recruited to participate in the interviews. The findings showed that the majority of EFL teachers showed considerable satisfaction with the training program, and consider it as effective in terms of fulfilling their needs, reflecting the views of EFL inspectors, training programs should be updated in order to keep up with constant updates and changes. On the basis of the study findings, recommendations are suggested in order to review the INSET programs in Algeria.
  • No Thumbnail Available
    Item
    Primary school EFL teachers’ views on in-service training program
    (University of Oum El Bouaghi, 2024) Kallab Debbih, Athar; Selougui, Soumia
    In-service training (INSET) is considered as an essential element in the professional development of teachers. Moreover, it improves various aspects of teachers’ performance. However, there are still some concerns regarding the sufficiency of INSET program for training EFL primary teachers. Thus, this study aims to investigate EFL primary teachers’ views on the in-service training program offered to them. It also aims to explore their views on the extent in-service training program meets their needs. This study drew upon a quantitative method. A questionnaire was employed to collect the data for this study. In this study, the participants were primary EFL teachers working at different primary schools in Oum El Bouaghi city. 33 male and female teachers took part in this study. The findings indicated that EFL primary teachers expressed their satisfaction with the INSET program they attended. The results also indicated that the INSET program met some of the teachers’ needs, but could not meet other needs. Thus, reconsideration of in-service training program is required by policymakers. Based on these findings, recommendations, and suggestions were brought to enhance in-service training program of EFL primary teachers.
  • No Thumbnail Available
    Item
    Questioning students obsession with grades at the expense of learning
    (Université Oum El Bouaghi, 2021) Khennous, El Hachemi; Grabsi, Ahmed Soheib Eddine; Selougui, Soumia
    The major focus on attaining grades at the expense of learning could be seen as problematic in the Algerian higher education sector. Significantly, this research aimed to investigate whether Algerian university students are obsessed with grades at the expense of learning or not. It also aimed to explore the possible variables behind the EFL students' grades obsession. This study drew upon a mix of quantitative and qualitative methods. Both questionnaires and interviews were employed to collect the data for this study. Statistical tests and thematic analysis were employed to analyse the data. In this study, the participants were EFL teachers and students at the department of English in Oum El Bouaghi state. For the questionnaire, 75 male and female teachers took part, whereas, nine (9) male and female EFL teachers participated in the interviews. The findings of this study indicated that the students of English showed instances of obsession towards grades at the expense of learning. The findings also revealed that students' pressure for employability is a significant reason behind the EFL students' grades obsession according to the students' point of views. However, EFL teachers indicated a range of internal and external reasons in the interviews. On the basis of these findings, recommendations and suggestions were brought to encourage the Algerian EFL students shift their attention from attaining grades to learning instead.
  • No Thumbnail Available
    Item
    Questioning the challenges of research supervision
    (University of Oum El Bouaghi, 2023) Bendaas, Rayene; Selougui, Soumia
    Research supervision is an important professional responsibility for teachers. There is currently an expanding corpus of study that is interested in investigating the fundamentals of excellent monitor practice. Substantially, this study aimed to explore the views of EFL supervisors in Oum El Bouaghi University on the main challenges faced during their supervision. It also aimed to question to what extent the supervision process could improve the students’ research quality. The quantitative research approach has been employed in this study. More specifically, a Likert questionnaire has been used to collect the data. For data analysis, statistical tests were used to analyze the data obtained from the questionnaire. In this study, the participants were Algerian university lecturers (males and females) from one city in Algeria. The total number of the participants is thirty-five (35), and they teach Master Two level in the English Department, Larbi Ben M’hidi University. The findings of this study indicated that EFL supervisors do really face several challenges when supervising Masters research projects. These include, but not limited to issues related to time completion of the dissertation, managing tasks responsibilities, maintaining good contact with supervisees, and the inability to deal with their supervisees’ stress and anxiety. The findings also showed that the supervision procedure has the potential to greatly raise the quality of research done by EFL students. Supervisors can help enhance the quality of research by applying certain strategies. On the basis of these findings, recommendations and suggestions were brought to help supervisors manage their supervision process with their supervisees in an effective way and encourage them to initiate a successful academic research work.
  • No Thumbnail Available
    Item
    Teaching challenges faced by EFL teachers
    (University of Oum El Bouaghi, 2024) Hamli, Wissam; Gagaa, Bochra; Selougui, Soumia
    Teaching English language to young pupils in primary schools is considered as an innovative practice in Algeria. However, such practice is not fully implemented in the Algerian primary schools due to the absence of clear guidelines on how to teach English at the mentioned level. This study, therefore, is twofold. First, it aims to investigate the EFL teachers’ views on the inclusion of English in primary schools. It also aims to explore the main challenges or difficulties faced by EFL primary teachers. The main research method used is the questionnaire. Statistical analysis and thematic analysis were employed to analyze the data of the Likert-Scale questionnaire. In this study, the participants were EFL primary school teachers in Oum El Bouaghi city. The results of this study showed that EFL teachers were satisfied with the implementation of English in primary schools. It was also found out that EFL primary teachers faced several challenges. These challenges were related to teachers’ training, lack of resources, overcrowded classrooms, lack of learners’ motivation, assessing and evaluating pupils' progress. On the basis of these findings, recommendations and suggestions were brought to enhance the teaching of English in primary schools.
  • No Thumbnail Available
    Item
    The Role of autonomous learning in raising EFL learners'intrinsic motivation
    (university of Oum-El-Bouaghi, 2014) Selougui, Soumia; Khaldi, Hafida
    The present research tackles the issue of implementing autonomous learning in the algerian classrooms. More specifically, it seeks to examine the students' attitudes towards independent learning as well as the teachers' views about the way should autonomous learning be incorporated in the EFL settings. It aims also at investigating whether autonomous learning can raise the english Foreign Language learners' intrinsic motivation at the department of english Oum-El-Bouaghi. Therefore, it is an attempt to collect data about this issue. Two questionnaires are submitted to both english teachers and third year LMD students in order to gather the necessary information about the role of autonomous learning in raising EFL learners' intrinsic motivation. The analyses of the questionnaires reveal that both teachers and students are aware about the importance of autonomous learning in raising the students' intrinsic motivation to learn. Hence, the present study suggests a number of pedagogical implications and recommendations for teachers about the importance of applying autonomous learning in EFL classrooms in order to raise the students' intrinsic motivation and interest to learn.