DSpace :: Browsing by Author "Zerrouki, Souaad"

Browsing by Author "Zerrouki, Souaad"

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Elaboration et caractérisation des couches minces de znO pures et dopées fe par la voie sol-gel
(Université Oum El Bouaghi, 2015) Menaglia, Ahlem; Bara, Boudjamaa; Zerrouki, Souaad
Les couches minces de l'oxyde de zinc (ZnO) dopées par le Fer et non dopées ont été déposées par la technique sol-gel associée au " dip coating " sur des substrats en verre, en utilisant l'acétate de zinc dissous dans une solution de l'éthanol avec une molarité de 0.3 au litre ont fait l'objet de cet investigation. Notre intérêt s'est porté sur l'étude de l'influence du dopage sur les propriétés physiques de ces couches. Pour cela, nous avons effectués des analyses structurales d'échantillons élaborés par différentes techniques de caractérisation, telle que la diffraction des rayons X, la microscopie électronique à balayage MEB et la microscopie à force atomique AFM, ainsi que des mesures optiques telles que la mesure de la transmission par la spectrophotomètre UV-VIS. L'analyse structurale a montré que les films déposés sont polycristallins avec une structure hexagonale wurtzite avec une orientation préférentielle suivant la direction (002). L'intensité de ce pic varie en fonction de la concentration en dopant [Fe/Zn], cette dernière due à l'augmentation de la taille des grains des films (ZnO:Fe) estimés au moyen de l'AFM montre que la rugosité de la surface des films ZnO dopées Fe augmente avec l'augmentation de la concentration de dopage. Les spectres de transmission UV-Visible confirment qu'il est possible d'obtenir des films transparents de ZnO avec une transmit tance de 70 à 85% dans le visible. On outre la transmit tance et le gap optique diminue avec la concentration de dopage.
Enhancing EFL learners' oral performance through teaching them how to prepare effective presentations
(university of Oum El Bouaghi, 2016) Triai, Boutheyna; Zerrouki, Souaad
Many EFL students find public speaking a daunting task. This can be due to the fact that the majority of EFL teachers at the university of Oum-El-Bouaghi, although they adopt oral presentations, do not teach their students all the techniques of effective presentations. The present study aims to see whether teaching EFL students how to prepare an effective oral presentation would enhance their oral performance. To fulfill the aim of this study, a quasi-experimental study was conducted. Two pre-existing groups of fifty four first-year LMD students of english at the university of Oum-El-Bouaghi were randomly chosen as experimental and control groups. Taking the oral performance as the target of this study, the participants of the two groups were pre-tested through choosing a topic and presenting it in front of their classmates. Then, the experimental group subjects were taught some best tips and techniques of an effective oral presentation, like the opening, speech transition, the closing procedure...etc. However, students of the control group studied following the conventional way. After the treatment period, a post-test was administered to the two groups by giving them the same instruction of the pre-test. The results of the independent sample t-test show that there is a significant difference between the oral performance of the experimental group and that of the control group. Therefore, the hypothesis which stated that teaching EFL learners how to prepare a successful oral presentation would enhance their oral performance is confirmed.
Invastigating teachers' and students' attitudes towards the effects of using peer feedback to improve EFL students' writing skill
(university of Oum El Bouaghi, 2015) Bouaffane, Karima; Zerrouki, Souaad
This study sheds light on one of the most important teaching techniques that is recently used in EFL writing classes; it seeks to investigate both teachers’ and students’ attitudes towards the usefulness of peer feedback in EFL writing classrooms. So, we hypothesized that both EFL teachers and students would believe that peer feedback has a significant role in improving students’ writing. To test out this hypothesis, we designed two questionnaires. The first questionnaire was administered to 16 teachers at the department of English, University of Oum el Bouaghi. The second questionnaire was delivered to fifty (50) third-year LMD students at the same department. The results of teachers’ questionnaire showed that ten out of sixteen teachers (62.50%) find that peer feedback is very helpful in the EFL writing classrooms. The majority of them said that this feedback is useful because it helps students to enhance their writing, because it promotes cooperative work among students, and because it raises students’ awareness of readers. The findings of the students’ questionnaire also revealed that fourty (40) students liked receiving peer feedback. In addition, they showed that thirty-five participants thought that peer feedback is helpful and fifteen of them thought it is very helpful. The majority of students (66%) believed that peer feedback is useful in improving their writing. Briefly, the results indicated that teachers and students have positive attitudes towards peer feedback.
Investigating EFL teachers’ and students’ attitudes towards the usefulness of mobile-assisted language learning mall in enhancing students' vocabulary knowledge
(University of Oum El Bouaghi, 2018) Kouachi, Hadia; Zerrouki, Souaad
Many EFL students may not have a rich vocabulary which allows them to use English communicatively. Mobiles are popular devices that can enhance students’ vocabulary. The present study aims to identify teachers’ and students’ attitudes towards the effectiveness of using mobile-assisted language learning in enhancing students’ vocabulary knowledge. In order to achieve this aim, two questionnaires have been distributed. The first one was delivered to twenty (20) teachers at the department of English, Larbi Ben M’Hidi University. The second one was administered to sixty (60) Students, first year Master. After the analysis of the questionnaires’ results, we notice that both EFL teachers and students have positive attitudes towards the usefulness of mobile devices to learn vocabulary.Therefore; teachers should encourage students to use mobile applications to learn English vocabulary. They also have to implement both printed materials and mobile devices to teach vocabulary.
Investigating teacher's and student's attitudes towards the effect of humour on reducing EFL student's speaking anxiety in the oral session
(university of Oum El Bouaghi, 2016) Zerara, Marwa; Zerrouki, Souaad
Most EFL learners suffer from the feeling of anxiety, mainly when learning the speaking skill, and the feelings of stress and apprehension have negative effects on their oral performance. Hence, teachers are struggling to find innovative ways to deal with the problem of speaking anxiety. The current study aims at investigating teachers' and students' attitudes towards the effect of the use of humor on reducing students' anxiety in the oral session. We hypothesized that both EFL teachers and students would have positive attitudes towards the use of humor to reduce students' speaking anxiety. In order to realize the aim of our study and to test the validity of our hypotheses, we have chosen to carry out a descriptive method. Twenty five (25) teachers and eighty (80) first-year LMD students in the department of english, university of Oum-El-Bouaghi, participated in this study. Two questionnaires were administered to both teachers and students during the academic year 2015-2016. The results of the present study have shown that both teachers and students regard humor as an effective pedagogical tool that has an effect on reducing students' anxiety in the oral session, and establishing an enjoyable atmosphere conducive to learning. Consequently, the results obtained have revealed that our research hypotheses are confirmed.
Investigating teachers' and learners' attitudes toward the usefulness of captioned movies in enhancing ELF learners' vocabulary knowledge
(university of Oum- El- Bouaghi, 2017) Tir, Mohammed; Zerrouki, Souaad
One of the primary elements in learning a foreign language is acquisition of the vocabulary. In order to master the target language students are supposed to build an appropriate amount of vocabulary knowledge that helps them to communicate, interact and engage in discussions. However, the lack of the vocabulary knowledge may result in many problems for students such as an inappropriate production of language and the miss comprehension of the target language. Our aim in this dissertation is to investigate teachers' and the learners' attitudes toward the usefulness of Captioned movies in increasing learners' vocabulary knowledge in EFL classes. In order to answer the research questions, it is hypothesized that Teachers and learners hold positive attitudes toward using captioned movies in EFL classes. In this research, a descriptive method adopted had been adopted to fulfill the objectives of the study, and to check the hypothesis. Two main questionnaires were administered to collect data and to survey teachers' and students' attitudes toward the usefulness of captioned movies on increasing EFL learners' vocabulary knowledge. The results obtained from this study confirmed the hypothesis that teachers and learners hold positive attitudes toward the usefulness of captioned movies on enhancing learners' vocabulary knowledge. Finally, this positive result offers a notable support to language teachers to adopt the use of captioned movies in the future. Therefore, it is recommended to include Captioned movies as an effective strategy in teaching vocabulary.
Misbehavior in EFL classrooms causes, effects, and solutions
(university of Oum El Bouaghi, 2016) Lamraoui, Nassiba; Zerrouki, Souaad
This study explores the determinant factors which precipitated arab muslims' predisposition to colonization and civilizational degeneration. Civilization of accumulation, Herodianism and Colonizibility brought about the degeneration of the Islamic civilization and death of minds in the arab muslim world. This research is an analytical and descriptive study along with an application of the civilizational concepts "Colonizibility" and "Herodianism" on the mimetic consuming behavior of arab TV programs. This study finds that arab muslims suffer from a civilizational problem which is the degeneration of islamic civilization. Mimicry, consumption of Western civilization and non-production of arab muslims engendered dead minds which are predisposed to colonization at any time. This study confers a new conception of civilizational progress for Muslims in the arab muslim communities. It attempts to provide assessed conclusions to Western communities and arab Herodian intelligentsia that Islam has never been the cause of muslims regression.
Reducing EFL learners' anxiety and developing their speaking abilities throught the use of simulation
(university of Oum-El-Bouaghi, 2015) Kateb, Amel; Zerrouki, Souaad
This study investigates the effectiveness of simulation inthe EFL oral classroom. We hypothesized that the use of simulation would decrease students' anxiety and improve their speaking abilities.To achieve the aim of this study, we adopted two means of research:a classroom observation and a questionnaire.We selected a group of 33 participants from first- year LMD students because they already participated in simulations, and as beginners speaking is believed to cause them a lot of anxiety.The findings of the classroom observation demonstrated that students succeed in diminishing their anxiety and overcomingtheir speaking weaknesses such as: hesitations and pauses, after a short time of the simulation's performance. The findings of the questionnaire showed that themain sources of the students' anxiety came from their fear of the negative evaluation, either by their teacher or by their peers, in addition to the lack of self-confidence and self-esteem. They also revealed thatthemajority of students agreed on the idea that simulations are effective in reducing their anxiety because it creates an enjoyable atmosphere where they may cooperate and exchange knowledge. Besides, they said that simulations helped in promoting their speaking abilities through enriching their vocabulary and correcting their pronunciation errors. On the basis of these results, we advise teachers of oral expression to create a positive atmosphere for students to act freely, we found that it will be better if they discuss the topics of the simulation with their students or give them the chance to select it by themselvesand not interrupt them with the feedback while performing.
Teacher's and student's attitudes towards the effctiveness of classroom debate in enhancing EFL students' oral performance
(university of Oum- El- Bouaghi, 2017) Benchouder, Choubeila; Zerrouki, Souaad
Although speaking reflects how well a speaker masters the target language, many foreign language students at advanced levels have different difficulties in speaking. Hence, the research investigates teachers' and students' attitudes towards the effectiveness of classroom debate in enhancing students' oral performance. The hypothesis raised in this study sets out that teachers and students have positive attitudes towards the effectiveness of classroom debate in improving students' oral performance. The research method adopted for this study was descriptive since the data was gathered through two main questionnaires. Therefore, forty (40) questionnaires were administered to first year master students, as well as thirty (30) for English teachers at larbi Ben Mhidi University, Oum El Bouaghi. The results obtained have shown that classroom debate is an effective pedagogical tool for enhancing students' oral performance. Classroom debate motivates students to express themselves, use language orally in a given context, and think critically when discussing their ideas. Based on these results, the previous stated hypothesis was confirmed and some recommendations are put forward. Teachers should encourage students-centered classes through classroom debate. Students ought to overcome their difficulties through engaging in debate activities in order to develop their oral performance.
Teacher's and students attitudes towards the effect of word processing on EFL students' writing quality
(University of Oum El Bouaghi, 2018) Outtar, Khawla; Bouzelifa, Romaissa; Zerrouki, Souaad
Ce document vise a études les opinons de professeurs et des étudiants à propos de l’utilisation d’un processeur de mots concernant le rôle a l’amélioration de la qualité de l’écriture. Cette étude se concentre sur la vérification de la validité de l’hypothèse qu’a la fois le professeur et les étudiants du point de vue positif ou négatif par rapport à l’utilisation d’un traitement de texte dans l’amélioration de la qualité de l’écriture. On est mené une étude descriptive de collecter des informations sur les opinions des professeurs et des étudiant et le meilleur moyen pour ce type d’étude c’est questionnaire. On est été de la distribution de vingt-deux (21) questionnaires pour les professeurs et quarantaines (41) pour les étudiants de deuxième année master de la langue anglaise à L’Université de Larbi Ben M’Hidi Oum El Bouaghi ; et les résultats ont montré que les opinons des professeur et positive par rapport à l’utilisation de la technologie dans l’éducation en général et d’ un traitement de texte pour améliorer l’ écriture surtout. Comme ce fut le point de vue des étudiants sont favorables à l’utilisation d’un traitement de texte ou elle joue u rôle important en contribuant à et de développement d’avis.
Teachers and students attitudes towards the effect of teachers: oral feedback on classroom interaction
(University of Oum El Bouaghi, 2023) Baaloul, Aya; Behar, Kamelia; Zerrouki, Souaad
Oral feedback is an essential component of language teaching and learning. The present study focuses on examining the attitudes of teachers and students towards teachers' oral feedback and its impact on classroom interaction. The primary objective was to investigate whether oral feedback assists students in improving their interactional skills within the classroom with the hypothesis that oral feedback enhances learners' interaction inside the classroom. The methodology employed in our research is a quantitative, descriptive. Two questionnaires were administered to both teachers and students of English at Larbi Ben M'Hidi University in Oum El Bouaghi. Our sample was composed of twenty teachers and sixty students from the same department. The findings show that teachers rely on feedback to enhance both teacher-learner and learner-learner interactions in the classroom. Furthermore, both teachers and students have confirmed that oral feedback, including both positive and negative types, is effective for facilitating classroom interaction. So, it is suggested that teachersshouldprovide their students with positive and negative feedback becauseboth are important for the teaching and learning process. Additionally, they shouldpay attention to their tone of their oral feedback because it affects students' emotionstheir learning.
Teachers and students attitudes towards the role of note-taking in enhancing students test performance
(University Of Oum El Bouaghi, 2019) Allaoui, Saida; Zerrouki, Souaad
This study aimed at investigating the role of note-taking strategy on improving student's test performance from English Departement Major's percpectives at Larbi ben Mhidi University. We hypothesized that if learners take notes effectively, their test performance will be enhanced. The main objectives of this work are investigating the relationship between the two variables and raising the learners' awareness about the importance of taking notes during lectures. In addition to providing them with the effective note-taking methods that help them. It further attempts to give implication for EFL teachers to teach and use this strategy while lecturing. The tools used to reach those objectives are questionnaires administred to third year EFL learners and teachers at the Department of English at Oum el Bouaghi University, in order to gather the necessary data about the topic of research. The present work is composed of two chapters; the first is a theoritical, it represents an overview of note-taking skill and testing. Furthermore, the second part is for the analysis of the data and, the results obtained which prove the hypothesis. Which shows that note-taking during lectures, promotes the deep concentration, facilitates memorising and organizing the lecture content. Hence, learners will easily remember the information and their performance in tests will be improved.
Teachers' and students' attitudes towards writing diaries as a tool to improve EFL learners' writing skill
(university of Oum- El- Bouaghi, 2017) Loucif, Ismahan; Zerrouki, Souaad
Writing is an important skill for many learners and teachers to be developped. However, it can be a challenging task because it is often perceived as dull, boring and difficult. Interestingly, the purpose of the present study is to investigate teachers' and students' attitudes towards writing diaries as a tool to improve the writing skill. Though the aim of writing diaries is to free students from restrictions of time and teachers' evaluation and help them to write accurately, the majority of them do not write diaries. To this end, it is hypothesized that students have negative attitudes towards this technique. However, teachers consider it as effective and helpful to improve the writing skill. In order to investigate the truthfulness of the hypothesis, a quantitative study was conducted with second year LMD students and teachers of written expression course at Larbi Ben M'hidi University. The analysis of the questionnaires revealed that students in fact have negative attitudes towards writing diaries; whereas, teachers' questionnaire revealed the opposite. Based on the results concluded from this study, some recommendations are given concerning the improvement of EFL learners' writing such as reading; writing diaries.
Teachers' and students' attitudes towwards the use of L1(First Language) in algerian EFL classrooms
(university of Oum-El-Bouaghi, 2015) Ben Chikh Elhocin, Wided; Zerrouki, Souaad
The use of the mother tongue in teaching a foreign language is a debatable topic. Advocates of the monolingual approach suggested that the foreign language should be the only language used in the classroom. Proponentsof the bilingual approach, on the contrary, claimed that the mother tongue is a valuable tool that may facilitate learning english. This study was conducted to examine the attitudes of algerian teachers and students towards the use of the mother tongue (arabic) in EFL classrooms. To achieve this aim, two questionnaires were designed. The first one was delivered to twenty-four secondary school teachers of english in Mila, Constantine, and Oum-El-Bouaghi. The second one was administered to two classes of second-year students, studying experimental sciences and foreign languages in Mila. The results of the students'questionnaire demonstrated that the majority of the students from the two streams hold positive attitudes towards the use of their mother tongue. Most of the students said that the use of arabic is helpful and they agreed that arabic becomes very necessary when they find problems in english. In addition, 80% of them claimed that they felt comfortable when their teachers of english use arabic. The findings of the teachers' questionnaire revealed that the majority of teachers believed that the use of the mother tongue is helpful, and they added that arabic would have positive effects when it is not overused. So, the research findings showed that systematic and limited use of the mother tongue might be beneficial in learning english as foreign language.
Teachers’ and Students’ Attitudes towards the role of selective text highlighting in remembering of information
(University of Oum El Bouaghi, 2018) Atba, Khawla; Zerrouki, Souaad
The loss or the inability to retrieve information from memory is considered as a common problem in the learning activity. Students who face this problem of forgetting, they tend to use different study techniques to overcome this difficulty, and to improve their retention of information; among these techniques students adopt selective text highlighting which is one of the common technique that helps students to achieve their academic goals in EFL classrooms. It increases their ability to memorize and remember the important information. This study investigates EFL teachers' and learners' attitudes towards the role of selective text highlighting in improving the remembering of information. To obtain the desired results, two main questionnaires were designed. The first one was given to sixteen teachers at the Department of English at Larbi Ben M'hidi University. The second one was administered to second-year Master at the same department. On the one hand the results of the teacher's questionnaire reveal that selective highlighting is helpful technique for improving remembering. On the other hand, the analysis of student's questionnaire shows that there is a positive effect behind adopting the technique of selective highlighting. On the basis of these findings, students should give more attention to selective text highlighting in remembering of information and teachers should encourage their students to develop research on the usefulness of this technique.
Teachers’ and students’ attitudes towards the use of short stories in developing EFL learners’vocabulary
(university of Oum- El- Bouaghi, 2017) Touali, Amira; Zerrouki, Souaad
Mastering vocabulary helps learners to speak,write and communicate effectively.For that reason,teachers should apply various strategies like integrating literature in language teaching.So,the main aim of this research work is to investigate teachers' and students' perceptions towards the use of short stories in developing EFL learners' vocabulary.The basic hypothesis of this research work is that learners and teachers would have positive attitudes towards the use of short stories in developing EFL learners' vocabulary.To reach the aim of this study and confirm the previous hypothesis,a descriptive study was conducted ,two questionnaires were assigned to both teachers and students,one questionnaire was given to fourty third year Students in English Department at Larbi Ben M'hidi University,Oum El Bouaghi.Another questionnaire was given to twelve teachers of literature and written expression.The results obtained from students' questionnaire denote that students read short stories but not in a regular way and they think that reading short stories is very important for enlarging learners' vocabulary,because short stories provide learners with simple words,they are authentic materials that motivate learners to memorize words.Besides,the results obtained from teachers'questionnaire reveal that teachers view encouraging EFL learners to read short stories as very important .They also think that reading short stories has a positive effect on EFL learners' vocabulary because short stories are enjoyable tools that make learning process easy,and its shortness facilitates learning vocabulary.So,the results obtained from the two questionnaires indicate that both teachers and learners have positive perceptions towards the use of short stories to develop EFL learners' vocabulary.From all these results,it can be deduced that reading short stories would have positive effect on learners' vocabulary if it can be used either by teachers or students regularly in EFL classes.
Teachers’ and students’ attitudes towards using pair work to improve EFL students’ writing performance
(university of Oum- El- Bouaghi, 2017) Fadli, Hadda; Zerrouki, Souaad
Writing is considered as a crucial skill to be improved for foreign language learners. Therefore, teachers should integrate effective strategies so that students promote their writing performance in their target language. The aim of the current research is to investigate teachers' and students' attitudes towards using Pair work to improve EFL Students' Writing Performance. It is hypothesized that teachers and students would have positive attitudes towards the use of pair work to improve EFL students' writing performance. The study was carried out at the English department of Larbi Ben M'Hidi University during the academic year 2016/2017. A descriptive method has been applied through using two questionnaires. The first questionnaire is distributed to 40 third year students at the English department of Larbi Ben M'Hidi University. The second one is assigned to 12 teachers from the same department. The results gained from both questionnaires demonstrated that students are satisfied in working in pairs and they recognize the benefit of such active learning technique. It helps writers to write better; select the appropriate ideas for the topic, correct each other mistakes and enrich their vocabulary knowledge. Teachers' results have shown that they are aware about the effectiveness of implementing pair work in improving EFL students' writing performance. Teachers should be able to manage some discipline issues because of the students' tendency to be noisy when working together.
Teachers’ attitudes towards the use of pictionary game to teach vocabulary
(Oum-El-Bouaghi, 2020) Aoues, Amina; Zerrouki, Souaad
Vocabulary is one of the most important aspects of any language. However, learners usually get bored with vocabulary lessons due to the traditional teaching methods. For this reason, teachers should select techniques that are students-centered to improve learners' vocabulary knowledge. The main aim of this research was to investigate the teachers' attitudes towards the use of pictionary game for teaching vocabulary. To achieve this goal, a survey research was employed. The data was obtained from an online questionnaire. Twenty-six teachers of English at Larbi Ben M'Hidi University answered this questionnaire. Based on the results, almost all teachers (84,6%) believed that pictionary game is effective in improving students' vocabulary knowledge. Besides, the majority of teachers (61,6%) agreed that using pictionary game to teach vocabulary is more effective than traditional methods (lists of vocabulary, using dictionary…….). In addition, the overwhelming majority of teachers (92,3%) claimed that pictionary game had better to be adopted by other teacher because it is fun, motivating, effective, interesting, and beneficial technique. The findings indicate that teachers have positive attitudes towards the role of pictionary game in enlarging students' vocabulary. They suggest that pictionary should be implemented in EFL classrooms to enhance learners' vocabulary knowledge.
Teaching pronunciation through reading aloud
(University of Oum El Bouaghi, 2023) Belkherchouche, Abderrahim; Zerrouki, Souaad
The problem this research dealt with is the negative effect that bad pronunciation can have on Learners' ability to communicate. The aim of the study is to investigate the impact of a reading-aloud technique on EFL Students' Pronunciation and showcase its potential uses in the EFL classroom. A quasi-experimental design was adopted to confirm, or reject the alternative hypothesis, which states that There would be a significant difference in students' pronunciation between learners who were taught through reading-aloud and those who were not. It involves an experimental group and a control group of 26 pupils each; and a sample of 52 second-year secondary school pupils at Ahmed LakhderBoukharouba secondary school, Oum EL Bouaghi. A pre-test and post-test were administered to both groups, consisting of reading aloud 10 sentences containing 20 target words that are commonly mispronounced and challenging to articulate. The experimental group received four separate sessions of reading-aloud instruction, focusing on difficult words based on orthographic aspects. Using the traditional method, the control group members were taught pronunciation of the same words as the experimental group. The post-test was similar to the pre-test and had the same 20 target. A paired samples t-test showed a sigma (2-tailed) =0.000 which is less than 0.05. in addition, In addition, independent samples t-test showed a P-value = 0.049 that is less than 0.05 which indicates a statistically significant difference between the post-test scores of the experimental group and the control group.Furthermore, the Cohen's d for effect size was found to be d = 0.56, which is a medium size (i.e., significant). Results confirm that, reading-aloud improves pronunciation.
The Effect of authentic video materials on EFL students' listening comprehension
(university of Oum El Bouaghi, 2016) Mamouni, Zeyneb; Zerrouki, Souaad
According to an informal interview done with some teachers of oral expression at the department of english, University of Oum El Bouaghi, it was concluded that the speaking skill is given more attention, while listening is somehow neglected. It is also reported that the majority of EFL teachers in this department rely mainly on using audio recorded materials for listening comprehension exercises. The current research aims at investigating the effect of authentic video materials on developing EFL students' listening comprehension. In order to fulfill the aim of this study, two methods were adopted. First, a quasi-experiment was designed. Two groups of Forty-eight second-year LMD students of english at the university of Oum El Bouaghi were selected as the experimental and control groups. Both groups were pretested, using a listening comprehension test. Then, subjects of the experimental group were exposed to authentic videos along with different types of activities of listening comprehension, while the participants of the control group were not exposed to any kind of videos. At the end of the study, the post-test, including the same exercises as the pre-test, was administered to learners in the two groups. Second, a descriptive method was used. A questionnaire was addressed to students of the experimental group to inspect their attitudes toward the usefulness of authentic video materials in the language classroom. The findings of the t-tests demonstrated that the use of authentic videos in the EFL classroom brought about positive outcomes in terms of students' listening comprehension. Besides, the results of the students' questionnaire supported the quasi-experiment's findings. The majority of students found authentic video materials very helpful in the oral sessions. They agreed that using these materials is very important to improve EFL students' listening comprehension.

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