Browsing by Author "Taibi, Abdesslam"
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Item Developing EFL learner's reading comprehension strategies through teaching (some) critical thinking skills(university of Oum El Bouaghi, 2016) Boudra, Sara; Taibi, AbdesslamThis dissertation seeks to investigate teachers' and learners' views about the development of reading comprehension strategies through teaching (some) critical thinking skills. We hypothesize that teachers and students would develop a positive view toward teaching critical thinking skills to develop reading comprehension strategies. To test the hypothesis, a descriptive method has been conducted, and from which a number of data were gathered through two questionnaires that have been administered to fourteen (14) english teachers at middle school, and twenty six (26) students at the middle school. This method attempts to describe critical thinking skills as a dependent variable and its effect on enhancing EFL learners' reading comprehension strategies as the independent variable. Based on the results of the study, it has been demonstrated, on the whole, that critical thinking is an adequate skill to use for improving learners' reading comprehension strategies. Consequently, the hypothesis initially adopted has come to be valid consideration of the givens of the study. Students therefore require the right technique to increase their reading strategies and to innovate adequate conditions of comprehension in accordance with the use of appropriate critical thinking skills. As any other research, the present study has its limitations through its results detected some significant and interesting impacts.Item Enhancement of the EFL student's reading comprehension through the the use of their multiple intelligences(university of Oum-El-Bouaghi, 2016) Benali, Rania Sarra; Taibi, AbdesslamMultiple intelligence theory has enlightened many teachers and educators to explore what may help their students to improve their linguistic components including comprehension. The latter is considered as one major skill that EFL/ESL learners need to master relatively. To comprehend any written text, students are supposed to use some of reading models (top-down, bottom-up) and strategies (skimming, scanning) which would enable them to read and comprehend the reading passage. On the other hand, MI theory explains and interferes in making those linguistic aspects easier and accessible. It is, therefore, assumed that making use of MI during learning in general, EFL students might improve their reading skills including comprehension. So, to achieve such an aim, a questionnaire of 33 items has been administered to 20 middle school teachers who are requested to answer to a number of questions, all of them related to the topic. On the other hand, fifty-three students from Ben Zaoui Ahmed Lamine middle school are put under observation while engaged in various activities and where put their multiple intelligences at work. The findings of the two tools have confirmed the hypothesis which states that EFL students might improve their reading comprehension skills when their multiple intelligences, not all of them, are put at work.Item Enhancement of vocabulary through extensive reading(university of Oum-El-Bouaghi, 2014) Mezrag, Djamal; Taibi, AbdesslamThe relationship between extensive reading and vocabulary knowledge has been investigated by many researchers in the last few decades. These studies were based on the belief that students may acquire a good number of new words while involved in reading a large amount of reading materials; therefore , the current study is conducted to investigate the effect of extensive reading on vocabulary enhancement. The study took place at the Larbi Ben MHidi university, department of english, Oum-El-Bouaghi where fifty three (53) english majors, divided into two groups, a control and an experimental group. The latter underwent in an experiment of reading a number of short stories. Two vocabulary tests and two questionnaires have been designed to investigate the effect of extensive reading on students' enhancement of vocabulary. While the vocabulary enhancement has been measured by the pre-test and post-test, the students' attitudes towards reading, the exploration of their interests as well as the strategies used while reading have been all gone through in the pre-questionnaire and pos-questionnaire. The findings show not only the positive effect of extensive reading on vocabulary knowledge and acquisition but also the students' positive attitudes towards reading in general and extensive reading in particular. These findings have led to some implications where the reading skill ought to be taught as a module and instructors are urged to assign extensive reading to their students.Item Impact of mnemonic keyword method on EFL pupils' long- term retention of new vocabulary items(university of Oum-El-Bouaghi, 2016) Chekhab, Wassila; Taibi, AbdesslamVocabulary knowledge is an essential aspect of language learning and teaching along with the development of language teaching methodologies and approaches. Perhaps, the greatest tool that can be given to students not only in their education but also in their life is an extended and rich vocabulary. This research reports a quasi-experimental investigation about the effect of the keyword mnemonic on EFL pupils' long-term retention of new vocabulary items. Two pre-existing groups of first year middle school pupils are randomly assigned as being the experimental group and the control group. The groups are made up of thirty pupils each; participants in both groups were pre-tested in the first session of the treatment to measure their word knowledge before under taking the treatment. After that, while the control group received no particular teaching, the experimental group received five sessions of vocabulary teaching through the use of the mnemonic keyword method. A post-test similar to the pre-test has been done in due time for both groups. The findings, at last, demonstr ated considerable improvement in recalling the words provided during the treatment period where it has been observed that the MKM had not only the expected effect but helped the learners in the acquisition and memorization of other new words. The results of the study reveal that the research hypothesis is highly supported.Item Improving EFL students' pronunciation through the use of classroom drama(university of Oum-El-Bouaghi, 2015) Ghouti, Fouzia; Taibi, AbdesslamThis research aims at investigating the effect of classroom drama activities, as a teaching means to improve EFL students' pronunciation at the level of connected speech, among university second year LMD students, department of English. Pronunciation plays a great role in language learning. It is considered as the core of language, unlike the previous years where grammar and vocabulary were the dominant aspects in language teaching. Learners of a foreign language face many difficulties in improving their correct pronunciation particularly at the level of connected speech. In order to examine the research hypothesis that students who are taught pronunciation through classroom drama activities (such as role-play) would show a relative improvement of their pronunciation at the level of connected speech aspects, an experimental study has been conducted by means of a pre-test and a post-test. The results of the experiment indicate that there is no significant impact on students' pronunciation improvement due to the application of drama activities. For further studies, it is suggested that drama activities can be better attempted with students' motivation and intonation.Item Investigating students’ attitudes about the role of the storytelling in improving EFL learners’ use of some aspects of connected speech(Oum-El-Bouaghi, 2020) Aouaoucha, Fatine; Taibi, AbdesslamConsidering the natural predispositions of human beings for telling stories, it has been adopted since ages as an instructors' predilection for using it as either an entertaining activity or a teaching method in their classrooms. The present study investigates students' attitudes towards the role of storytelling as a pedagogical strategy in improving EFL learners' use of some aspects of connected speech. Therefore, the aim of the study is to assess learners' attitudes towards the implementation of storytelling as a means of learning a FL and for the improvement of using (some) aspects of connected speech conveniently .The study attempts to answer the research question which states that storytelling might be adopted as a method of leaning\teaching a FL which may enhance EFL learners' pronunciation of some aspects of connected speech, particularly when EFL learners are engaged in speaking. Considering the happening of the Covid 19 era during the process of research, the sample enclosed only 22 third year students from the department of English in OEB University. The adoption of a qualitative method which consisted of analyzing the students' questionnaire revealed that despite the fact that these EFL learners have already studied the suprasegmentals, during their second year, including the aspects of connected speech; they still have no actual mastery of these phonetic aspects (in theory and/or in practice). They not only lack the proper knowledge about connected speech, but they also pay no attention to the changes that happen during the course of speech due to the use of some connected aspects as used by native speakers. The researcher, has therefore, urged educators and instructors to reconsider the teaching of the aspects of connected speech by adopting the strategy of storytelling. The latter has to be implemented as an effective technique in EFL teaching so as to lead gradually their learners to an appropriate use/practice of the connected speech aspects. The result would be a relative improvement of their EFL learners' pronunciation. Some other recommendations and implications have been suggested on the basis of the results drawn from the questionnaire.Item Investigating teacher's and student's attitudes towards the importance of sound transcription for the enhancement of EFL learner's oral performances(university of Oum-El-Bouaghi, 2016) Rami, Haifa; Taibi, AbdesslamThe analysis of the research findings shows that sound transcription brings a significant development in students' oral performances. Our study took place in Larbi Ben M'Hidi university, in Oum-El-Bouaghi. We worked with 60 students of first year LMD and 15 teachers of oral expression and phonetics modules. It has been noticed that a lot of learners have problems in transcribing FL sounds. The study is made up of three main chapters.Chapter one is a general introduction about the importance of sound transcription, chapter two is related to the importance of speaking in EFL classrooms, and chapter three presents the field work to evaluate this FL proposal and the methodology design and the data analysis of the descriptive study. Thus, the conclusion drawn from this study has confirmed the reliability of the proven hypothesis that the use of sound transcription in EFL classroom, would improve relatively the learners' oral performances since they would be able not only to pronounce accurately, but to spell correctly the words as well. Teachers allot a little time to sound transcription, therefore learners lack considerable practice to master this learning aspect. Syllabus designers, in this turn, are urged to design activities which would enable students to overcome the sound transcription and design sufficient activities for practice.Item Investigating teachers' and students' perceptions about the effectiveness of substitute vacataire teachers at university(university of Oum-El-Bouaghi, 2015) Kabour, Sabrina; Taibi, AbdesslamThe presence of substitute teachers in the algerian universities has become inevitable. In fact, their numbers increase day after day in parallel to the increased numbers of student enrollment and the shortage of qualified permanent teachers in the departments. The present study is mainly concerned with investigating teachers' and students' perceptions about the effectiveness of substitute/vacataire teachers at university. Accordingly, we hypothesized that teachers and students would perceive substitute teachersas ineffective at university. To test the hypothesis, a descriptive method has been conducted, and from which a number of data were gathered through two questionnaires that have been administered to seventeen (17) permanent EFL teachers and seventy-seven (77) studentsat the english department, Larbi Ben M'Hidi university. The results revealed that both teachers and students assume that substitute teachers are partially effective. Therefore, the obtained results have rejected the suggested hypothesis.Item Investigating teachers'attitudes toward the effectiveness of teaching literacy and phonics in developing EFL middle school students'reading(university of Oum-El-Bouaghi, 2015) Merabet, Halima; Taibi, AbdesslamThe challenge of identifying reading problems in the middle school has been a topic of increasing concern. It is mainly concerned with the effectiveness of teaching literacy and phonics at early stages so as to develop students' reading. To achieve the purpose of the study, a questionnaire has been distributed to 25 middle school english teachers whose information would constitute a corpus of analysis. The results obtained from that corpus indicate that literacy and phonics teaching would be of great importance for pupils provided that they are taught properly and in due time. On the other hand, the results have confirmed the stated hypothesis in that learners are deficient in several aspects of reading such as decoding and comprehending. This deficiency is the result of the absence of the teaching of literacy and phonics at early stages, and effectively.Item Investigating the use of the role of the mother tongue L1(First Languge) in the learning of EFL vocabulary(university of Oum-El-Bouaghi, 2016) Daoudi, Besma; Taibi, AbdesslamL'utilisation de la langue maternelle a tout le temps posé problème dans le contexte de l'apprentissage d'une langue étrangère. Cette situation a engendré deux courants antagonistes : ceux qui sont pour l'utilisation de la langue maternelle (L1) ; leur argument est qu'elle est utile pour l'acquisition de la langue étrangère (LE) particulièrement pour l'apprentissage du vocabulaire. Les autres, i.e., ceux qui sont contre son utilisation en classe ; et ils considèrent que l'utilisation de la langue maternelle (L1) dans le contexte de l'apprentissage des langues étrangères reste un obstacle quant à l'acquisition de la langue étrangère (LE). L'étude s'engage, d'autre part, à déterminer les avantages et les inconvénients de l'utilisation de la langue maternelle, et pose la problématique suivante : l'utilisation de la langue maternelle dans les classes (LE) pourrait aider les apprenants de la langue étrangère (anglais) à acquérir un vocabulaire conséquent de la langue cible. Pour ce faire, il a été décidé d'adopter la méthode descriptive qui consiste à établir un questionnaire à l'adresse de 12 enseignants du cycle moyen. Les réponses de ces derniers constituent, en effet le résultat de cette recherche où les enseignants rejettent en majorité l'utilisation de la langue maternelle tout en rappelant qu'il existe d'autres moyens et stratégies pour savoir apprendre /acquérir le vocabulaire de la langue étrangère sans pour autant recourir à la traduction ou l'utilisation de la langue maternelle.Item Objectivity vs subjectivity in testing EFL students' speaking skills(university of Oum-El-Bouaghi, 2014) Medjoudj, Souheila; Taibi, AbdesslamThe assessment of the learners' performance was and remains a crucial part in the teaching/ learning process. In order to achieve the desired aims of testing, the instructors have to be objective in scoring their students' achievement and this cannot happen only if tests are established on clear and systematic criteria. Therefore, the study aims at scrutinizing the situation of oral tests by examining both teachers' and students' experiences from conducting/taking oral tests and checking the degree of oral teachers' objectivity in assessing their learners' performance. The study sample consists of seventy (70) first year master students and fourteen (14) teachers who have been teaching or still teaching the oral expression module at english department, at Larbi Ben M'Hidi university. The study is descriptive and the data were gathered through questionnaires administered to both learners and instructors. These questionnaires were designed to collect as much information as possible about the way the oral exams are implemented. The analysis of the data showed the presence of several deficiencies in oral testing process either at the level of designing or at the stage of implementation and scoring. Inevitably, these imperfections impact negatively on the objectivity of the oral test results. Thus, future studies should stress experimentally the feasibility of relying on systematic criteria in conducting the oral examinations and show how this can ensure the objectivity of the oral examination results.Item The Effect of movies on foreign language learners’ assimilation of connected speech aspects(University of Oum El Bouaghi, 2018) Zerrougui, Habiba; Taibi, AbdesslamThe inevitability of English language learning has nowadays become a reality throughout the world. FL/SL courses are now being part of school curriculum, and the teaching of phonetics and pronunciation has also become a priority for researchers and educationalists. As a method for learners, instructors are now using audio-visual aids and technologies to facilitate the assimilation of native speakers' pronunciation. These are using several strategies and techniques when speaking. English suprasegmentals, including aspects of connected speech, remain daunting tasks for FL/SL learners. The study aims at highlighting the ieffect of clipped films/videos for student at Larbi Ben M'hidi university to grasp the various connected speech aspects. Once acquired, the latter would help greatly not only to comprehend native speakers' discourse, but to enjoy the method of learning them. To achieve such an aim, a quasi-experiment has been designed where two groups, an experimental and a control group, have been set up. Randomly selected, the experimental group not only underwent a pre-test and a post-test along with the control group, but went through a 4-week- period of treatment. The obtained results reveal that the integration of clipped movie sequences in the classroom had a significant impact on boosting student's comprehension of native speakers' speech. In addition, students' assimilation of natives' speech was substantially affected positively.Item The Impact of teachers' praising on students' written and oral tasks(university of Oum-El-Bouaghi, 2014) Annab, Messaouda; Taibi, AbdesslamIt has been noticed that some students are not motivated to speak and write in the classroom. Therefore, teachers need to provide some incentives like praising words in order to raise their students' motivation and lead them to full achievement of their tasks. The study aims at investigating the impact of teachers' praising on students' written and oral tasks. It also aims at demonstrating how praising words could lead to motivate EFL learners to develop their writing and speaking abilities in classes. In fact, students' written and oral tasks may reflect better achievement, if teachers use specific words/ expressions to praise their students. In order to confirm or disconfirm the validity of our hypothesis, two questionnaires have been administered as means of research: one for the teachers and one for the third (3rd) year university students. While the students' questionnaire, made up of seventy (70) students, aims at knowing the extent and the effect of teachers' praising words on their both oral and written performances, the teachers' one, made up of twenty five (25) oral and written expression teachers, consists of the frequency and the amount of praising words used while students are getting indulged in their daily classroom tasks, either oral or written. The results obtained in our study show that teachers' use of praising words has a positive effect on students' motivation to develop both written and oral tasks. In the light of these results, our hypothesis comes to be almost validated by the results obtained from the teachers' and students' questionnaire.