كلية الآداب واللغات

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Browsing كلية الآداب واللغات by Subject "Academic achievement"

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    Examining the relationship between attribution style and academic achievement among Algerian EFL learners
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Chibane, Fatima Zohra; Zelellou, Abir; Arouf, Samira
    In light of the attribution theory, previous studies attempted to understand the relationship between perceived causes of 1success and failure and learner outcomes. The main cognitive process that this study focuses on is the causal attribution of academic success and failure, in other words the process of attribution in academic achievement. Attribution process is the attempt in which individuals attribute the result (success or failure) to specific causes that may be internal or external. In this study, the aim was to study the relationship between the process of attribution and academic achievement among learners of English as a foreign language at Oum El Bouaghi University. The method used in this research is the descriptive method. Therefore, we have administrated a questionnaire for the third year learners in the English Department of Oum EL Bouaghi University to verify the validity of the hypothesis. And the results reveals that the mention hypothesis is correct where it was found that from the participants which presents the higher academic achievers meaning, categories with the regular academic averages [ 10- 12], [12-15], and above 15 their attribution style was mostly internal with some exceptional cases.
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    The Effect of language anxiety on academic achievement among learners of EFL
    (Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Sigha, Mohamed Lamine; Farid, Chaira
    This study intends to investigate foreign language (FL) anxiety among Algerian university students. Research has demonstrated that affective variables do not act in a vacuum; rather, causal relationships between them are complex. Furthermore, the setting in which language learning takes place is critical to the educational process as a whole. As a result, we anticipate that if personal and instructional aspects associated to foreign language anxiety are thoroughly explored with the goal of testing it, learners' academic progress will likely improve. A total of 51 first-year English language subjects at Larbi Ben M'hidi University took part in this investigation to confirm the theory. The background questionnaire, the questionnaire of Foreign Language Classroom Anxiety Scale, the Anxiety towards In- Class Activity Questionnaire, and Anxiety towards Test Types Evaluation were used in the study. The data was analyzed with multiple research methods including descriptive analysis, correlation analysis, independent-samples t-test analysis, and analysis of variance (ANOVA). Statistical analysis of the data has yielded the following findings: First, the findings demonstrated that 1styear English language students at Larbi Ben Mhidi Un iversity in Algeria had varying levels of FL anxiety. 43.15% had a high level of anxiety, 19.60% ha d a medium level of FL anxiety, and 37.25 percent had a low level of FL anxiety. Fear of bad evaluation caused the most anxiety among the four categories of the Foreign Language Classroom Anxiety Scale, followed by Negative views about the English class. Second, four personal factors (personality, communicative competence, English achievement, and the amount of time spent studying English after class per week) were found to have a statistically significant relationship with students' FL anxiety levels, but three variables (gender, baccalaureate stream, and residential region) did not. Third, this study found that classroom activities, instructor actions and traits, and exam kinds were the primary sources of FL anxiety among 1st year English language students. Finally, the hypothesis was proven, and few educational solutions were proposed based on the study's findings.