Browsing by Author "Ziadi, Khadidja"

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    The effect of explicit teaching of figures of speech on EFL students descriptive paragraph writing production
    (University Of Oum El Bouaghi, 2019) Adlami, Hadia Yasmine; Ziadi, Khadidja
    Writing is one of the most difficult skills to teach and learn; however, it is fundamental for the process of second/ foreign language learning. This study aims at examining the effect of explicit teaching of metaphor, simile and imagery on the production of descriptive paragraphs among first year students at Larbi Ben M'hidi University, Oum El Bouaghi, during the academic year of 2018 - 2019. The present study followed a quasi-experimental design. The participants of the control and experimental groups were pre-tested in order to evaluate their descriptive paragraph production before the treatment period started. Then, the experimental group received the treatment in four sessions. That is to say, they were taught metaphor during the first session, simile in the second, and imagery in the third, whereas, the last session was devoted to emphasise the importance and role of these figures of speech in descriptive writings. Unlike the experimental group, the control group was taught following the traditional method of teaching descriptive paragraphs without being explicitly introduced to those figures of speech. Eventually, a post-test was administered to the two groups' participants. However, it should be noted that the use of metaphors and similes was assessed together, while the use of imageries was evaluated on its own. The findings of the study indicated that there was a significant difference between the scores of the control group and those of the experimental group. Moreover, there was a noticeable improvement on the post-test scores of the students of the latter compared to the pre-test. To conclude with, teaching figures of speech explicitly helped students produce better descriptive paragraphs.
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    Using the revised version of bloom’s taxonomy of higher order questions to teach EFL students critical reading
    (University Of Oum El Bouaghi, 2019) Djareche, Meryem; Ziadi, Khadidja
    Critical reading is a fundamental aspect in the field of teaching and learning. It is an active and intellectual process in which the reader engages in an inner dialogue with the writer in order to get the intended meaning. This process occurs when students are cognitively aware of the writer's point of view that might differ from their own, and to have the ability to apply, analyze, evaluate, and create new products based on the text given to them. Thus, the current study aims at investigating the effect of using bloom's revised taxonomy of higher order questions on improving EFL students' critical reading. A quasi-experimental method was followed with third year students at Larbi Ben M'hidi University as the target