Investigating teachers’ and students’ attitudes towards the role of intensive reading in improving EFL learners’ paragraph writing

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dc.contributor.authorBouakaz, Soumia
dc.contributor.authorMaamouri, Hanane
dc.date.accessioned2020-12-14T04:59:28Z
dc.date.available2020-12-14T04:59:28Z
dc.date.issued2020
dc.description.abstractLearning how to write in another language is a hard task that requires a lot of efforts. The present study aims at investigating teachers' and students' attitudes towards the role of intensive reading in improving paragraph writing .Therefore, we hypothesized that teachers and students have positive attitudes towards the effectiveness of intensive reading in improving paragraph writing. To verify the validity of our hypotheses, two questionnaires were given to 20 English teacher and 40 first year students at the Department of English at El Arbi Ben M'Hidi University. Teachers' questionnaire aims at knowing whether teachers are using intensive reading techniques to expose their students to different written paragraphs in their classes. Likewise, Students' questionnaire mainly attempts to investigate whether they have positive attitudes towards the use of intensive reading as a major source to improve their writing style. The data collected from the questionnaires revealed that both of teachers and students have positive attitudes towards intensive reading in improving students' paragraph writing.ar
dc.identifier.urihttp://hdl.handle.net/123456789/9559
dc.language.isoenar
dc.publisherOum-El-Bouaghiar
dc.subjectImportance of readingar
dc.subjectDefinition of readingar
dc.subjectReading : writting comprehensionar
dc.titleInvestigating teachers’ and students’ attitudes towards the role of intensive reading in improving EFL learners’ paragraph writingar
dc.title.alternativethe case of first year students of english at Larbi Ben M’Hidi university Oum El Bouaghiar
dc.typeOtherar
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