Browsing by Author "Zaimi, Ouissal"

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    Investigating student's attitudes towards dictionary use
    (university of Oum-El-Bouaghi, 2015) Zaimi, Ouissal; Bouri, Hadj
    The aim of this study is to investigate third year students' attitudes towards dictionary use at the department of english, at Larbi Ben M'Hidi university, Oum-El-Bouaghi. It aims to describe how dictionaries are used among third year students, in terms of what type they mostly use, for what purpose and for what kind of task they mostly use a dictionary. Likewise, it sheds light on dictionary use in the department to raise awareness about dictionaries as an important learning tool, and to give insight to teachers about students' preferences and attitudes towards dictionaries. A questionnaire was designed to serve this purpose. The aim of the questionnaire was; first, to know students' choices and preferences concerning dictionary use, second, to further understand the reasons behind those choices and preferences. The results reveal that monolingual electronic dictionaries are the most favored and used types of dictionaries among third year students. Also, students most check the meaning, pronunciation and spelling of a word. In addition, they mostly use a monolingual dictionary for reading tasks. Furthermore, students mainly choose the type of dictionary that most fits their learning styles, the type that is more easy to use, and the type that provides them with the information they need and can remember. The results of this study shed light on dictionary use in the department of english, so that both teachers and students take it into consideration in their future dictionary use.
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    Is the Algerian EFL classroomdiversein terms of multiple intelligences?
    (Université Larbi Ben Mhidi Oum El Bouaghi, 2023-06-23) Zaimi, Ouissal; Merrouche, Sara
    Since the shift to learner-centeredness in educational settings, Multiple Intelligences Theoryhascaptured the attention of many practitionersas a theory that endorseslearners’ uniqueness, and which promotes diversity in the classroom in terms of materials and instructions. This study attempts to show the variety of Multiple Intelligences profiles of an Algerian secondary school EFL class in which all learners receive the same instructionsand are exposed to the same limited materialswithouttaking into account the variety of their Multiple Intelligencesprofiles. Multiple Intelligences Inventory by McKenzie(1999-2017)was used to collect the needed data. The results show that theclass’sMultiple Intelligencesprofileis indeed rich and diverse. Linguistic intelligence, as well as spatial intelligenceare predominant but all types of intelligences are presentin the same classroom. Thisindicates that the Algerian classroom is not homogeneousin terms of intelligences, and that should be taken into considerationin future materialand instruction design.Learners’differences should always be celebratedin the EFL classroom. Depuis le passage à l'individualisme et à la centration sur l'apprenant dans les contextes éducatifs, la théorie des intelligences multiples a attiré l'attention de nombreux praticiens en tant que théorie qui approuve le caractère unique des apprenants et qui favorise la diversité dans la classe en termes de matériel et d'instructions. Cette étude tente de montrer la variété des profils d'intelligences multiples d'une classe d’ALEd'un lycée algérien dans laquelle tous les apprenants reçoivent les mêmes instructions et sont exposés au même matériel limité sans tenir compte de la variété de leurs profils IM. L'inventaire des intelligences multiples de McKenzie (1999-2017) a été utilisé pour collecter les données nécessaires. Les résultats montrent que le profil d'Intelligence Multiple de la classe est effectivement riche et diversifié. L'intelligence linguistique, ainsi que l'intelligence spatiale sont prédominantes mais tous les types d'intelligences sont présents dans la même classe. Cela indique que la salle de classe algérienne n'est pas homogène en termes d'intelligences, et cela devrait être pris en considération dans la future conception du matériel et de l'enseignement. Les différences des apprenants doivent toujours être célébrées dans laclasse d’ALE.