Department of English Language

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Discussion-Based Approach to English Language Teaching and Learning A Digital Dedicated Language Laboratory
(2015) Naima Hamlaoui; Nacereddine Benabdallah
One of the most fundamental concerns of teaching English as a foreign language (EFL) is to maximize the opportunities of learner-learner talk. Digitalized technological facilities can motivate committed teachers to adapt and adopt innovative ways of teaching oral skills. This article reports on an action research project implemented during one semester with a group of 14 willing Master students at the Department of Foreign Languages, Mohamed Cherif Messadia University, Souk-Ahras, Algeria. The aim was to investigate the effectiveness of the Digital Dedicated Language Laboratory (DDLL) in teaching English through a discussion-based approach. A well designed protocol made up of three types of discussion: framing, conceptual, and application discussions was adopted. The findings revealed that students were able to develop their linguistic, socio-cultural and pragmatic competences. They were also given the opportunity to exploit the various facilities, and tools available at the DDLL
LECTURE HANDOUT IN TECHNIQUES OF UNIVERSITY WORK
(2018) NACEREDDINE BENABDALLAH
Undertaking Emotional Intelligence Skills Training to overcome Speaking Anxiety among Non-Native Pre-Service EFL Teachers
(2018-12) Khiari, Nor El Houda
With the growing number of the learners who suffer from Foreign Language Speaking Anxiety (FLSA), it is becoming increasingly difficult to ignore its harmful outcomes on their performance and success, especially during their first contact with the pupils, as they will be teaching in the near future. The present study sheds light on Emotional Intelligence skills training as an effective strategy to help learners lessen their speaking anxiety and eventually to prepare them for their professional career. A quasi-experiment is used with two groups of third year EFL students. The Foreign Language Classroom Anxiety Scale (FLCAS) and the Emotional Quotient Inventory (EQ-i) were used to collect data about the participants’ FLSA and EI levels. The data analysis has yielded that the assumption that there is a negative correlation between EI and FLSA was statistically validated by the Pearson Correlation Test, concluding that, the more emotionally intelligent the individual is the less anxious s/he will be. In addition, the lack of amelioration in the results of the control group and the noteworthy improvement in the experimental group’s results led us to conclude that the training was an effective strategy in minimizing the FLSA level and therefore, we confirmed our hypothesis.
Exploring the Effectiveness of Teacher Education Programmes to Enhance Teacher-Students Relationship: The Case of Secondary School Teachers at Ain Beida – Oum El Bouaghi
(2020) Khiari, Nor El Houda; Idri, Nadia
The variation in the teacher-student relationship quality can be expected from classroom behaviour. It is also reflected in the students’ academic success, motivation and beliefs about the teacher and the subject matter being taught as well as in the teachers’ professional satisfaction and well-being. The paper aims at exploring the effectiveness of teacher education programmes in preparing EFL teachers to deal effectively with in-class challenging situations and misbehaving students. In pursuance of this aim, a mixed methodology was used. First, a document-based description of “the Educational Guide for Secondary Education teachers” was made. Then, a questionnaire was distributed to twenty educators teaching at different secondary schools at Ain Beida – Oum El Bouaghi. Findings revealed that the Educational Guide for Secondary School Teachers is the only educational document that tackled the social and psychological sides of classroom interaction. Results also demonstrated that no matter how efficient are the teacher education programmes, they cannot equip novice educators with all they need for an effective lifetime teaching. Further, the participants hold different opinions about the importance and the benefits of the training programmes and they made interesting suggestions to improve it. This calls for the importance and the need for continuing professional development.
AN ESP COURSE DESIGN FOR POSTGRADUATE STUDENTS OF ENGINEERING AT BADJI MOKHTAR ANNABA UNIVERSITY
(2020-02) Amel AFIA; Naouel Abdellatif Mami
This paper aims at designing a technical English course for postgraduate students of Engineering at Badji Mokhtar Annaba University. The course design is based on thorough needs analysis taking into consideration needs analysis concepts forwarded by Hutchinson and Waters (1987) and Dudley-Evans and St.Johns (1998). Through a pilot study, the postgraduate students of engineering at Badji Makhtar Annaba university declared that they need to have courses in technical English in order to read and understand the newly updated researches in English, to take part in classroom discussions and to be able to write their own final doctoral project article without referring to experts for the translation from French into English. Thus English for Specific Purposes (ESP) course design is expected to be beneficial to the aforementioned group of learners. The needs analysis in this action research was conducted through the use of different tools. The results revealed that all postgraduate students of Engineering need to learn an ESP course for the development of the predominant skills of reading and writing first, followed by speaking and listening and translation as a fifth skill.
The Psychological and Behavioural Side-Effects of Coronavirus Outbreak (Covid-19) on the Algerian Researchers’ Scientific Work and Academic Plans
(2020-06) Khiari, Nor El Houda; Khiari, Rim
To date, COVID-19 has affected all life aspects. The impact that it had on education was unprecedented and tremendous. This article sheds light on the psychological and behavioural side-effects of the Coronavirus outbreak on the scientific work and academic research carried by Algerian researchers. This study revolves around investigating thoughts, feelings and perspectives of 202 male and female Master Two and PhD students about how the lockdown impacted their research and on what levels. To achieve this aim, a qualitative method was followed in which an online questionnaire was administered. The questionnaire comes in three languages to cover all educational and cultural backgrounds of the targeted population. The analysis has shown that the majority of the participants (72.8%) believed that Coronavirus crisis and the quarantine have negative effects on their mood, spirits and psychological well-being which basically leads to procrastination and loss of motivation. On the same token, many female participants are occupied with the increased housework and their responsibilities towards their family members, their health and safety. The same sample will be surveyed soon in the future to investigate the longer term impacts of the crisis.
Teachers' and Pupils' Perception Towards The Role of Project Work in Boosting Pupils' Intrinsic Motivation Case Study of Second Year Pupils at Rabahi Naouar Secondary School in Souk-Ahras
(2021) Maroua BERROUK
Abstract This study aims at investigating the role of project work to second year pupils at Rabahi Naouar secondary school. Furthermore, it measures the effect of project work strategy and how can positively impact the pupils' intrinsic motivation towards English. To answer the study questions, the researcher adopted the quantitative approach. Accordingly, two questionnaires were administered to the teachers and pupils as a foreign language from Rabahi Naouar secondary school to confirm/ refute the hypothesis which state that if the project work is adequately applied as a task in the EFL secondary school classes, then it would significantly stimulate pupils' intrinsic motivation. The results of the study revealed that pupils engage in projects because they are intrinsically motivated. Project work can be an effective factor in increasing the intrinsic motivation of pupils because it provides them the opportunity to produce a good language. At the end, we come to the conclusion that pupils engage in projects due to their internal desires which push them to participate. So, project work increases pupils' intrinsic motivation. ------------------ ملخص تهدف هذه الدراسة للتحقيق في دور تطبيق المشروع للسنة الثانية من التعليم الثانوي في ثانوية رباحي نوار. بالإضافة إلى ذلك ، فإنه يقيس تأثير استراتيجية عمل المشروع وكيف يمكن أن يؤثر إيجابيا على الدافع الذاتي للمتعلمين تجاه اللغة الإنجليزية للإجابة على أسئلة الدراسة، اعتمد الباحث المنهج الكمي. و بناء على ذلك، تم تقديم الاستبيانات لأساتذة و تلاميذ اللغة الانجليزية في ثانوية رباحي نوار لتأكيد او دحض الفرضية التالية إذا تم تطبيق عمل المشروع بشكل مناسب كمهمة في فصول المدرسة الثانوية كلغة أجنبية ، فإن ذلك سيعزز الدافع بشكل كبير الدافع الذاتي للمتعلمين. كشفت نتائج الدراسة أن التلاميذ ينخرطون في المشاريع لأنهم متحمسون ذاتيا و يمكن أن يكون عمل المشروع عاملا فعالا في زيادة الدافع الذاتي للمتعلمين لأنه يتيح لهم الفرصة لإنتاج لغة جيدة في النهاية توصلنا إلى استنتاج مفاده أن التلاميذ ينخرطون في المشاريع بسبب رغباتهم الداخلية التي تدفعهم للمشاركة. لذلك، فإن العمل في المشروع يزيد من الدافع الذاتي لدى التلاميذ.
Promoting Objectivity through Performance Assessment: The Case of Algerian EFL Master One Students' Tutorials at the University of Mohamed- Cherif Messaadia
(2022) Chaima ARAAR
Abstract The current study seeks to investigate the factors that can improve the objectivity of performance-based assessment with EFL students' tutorials in Algerian universities. It also aims to improve awareness among teachers and students about performance assessment and its impact on improving the student outcomes. The research opted for a mixed methods approach to collect both quantitative and qualitative data. Firstly, a web-based questionnaire was administered to 70 Master 1 students from the Department of English, at Souk-Ahras University. Secondly, an in-depth semi-structured interview was conducted with six teachers conveniently selected. The study findings revealed that an adequate scoring rubric that is shared among teachers in the same module and an explanation of task instructions are two elements that improve performance assessment objectivity. Such a kind of assessment is preferred by EFL teachers since it allows them to assess students' language competence and skills. In light of this, to gain greater objectivity while utilizing performance assessment, teachers must be mindful of the value of the scoring rubric and assessment tools.
ESP Needs Analysis of Veterinary Medecine Students in Taref and Souk Ahras Universities
(2022) . Aya REHAMNIA
Abstract This research is concerned with ESP needs analysis of Veterinary Medicine students. the teaching of English for specific purposes in Algeria, the integration of needs analysis is considered as the most essential aspect to conduct the course generally for English teachers and particularly for ESP teachers. The study investigates needs of the target group, first year Veterinary Medicine students at Tarf and Souk Ahras universities, by using different tools. Moreover, needs analysis has predominant requirements relating to different skills: speaking, listening, reading, writing and translation as additional needs. It must also be specific and precise to be used by students for understanding different scientific articles and publications. The research is a well-planned organization incorporating multimedia tools and the acquired materials as well as different techniques of teaching depending on the learner's qualities and levels, For instance, ESP course design and its efficiency. The results gained from the students' questionnaire partially confirm the first hypothesis, in the sense that of the students displayed a need for ESP in their future career while of them claimed that they need ESP just for the purpose of passing their exams. Furthermore, have manifested that most of the students stated that the speaking and writing skills are what they needed mostly in order to learn English, and use it in their studies. Therefore, the second hypothesis is confirmed. Moreover, the majority of them claimed that the most needed materials in ESP class are visual aids, mainly videos, aria. Besides, the activities they deemed mostly adequate are: games and role plays. Hence, the third hypothesis is also confirmed. ------------------------ RÉSUMÉ Cette recherche porte sur l'analyse des besoins en ESP des étudiants en médecine vétérinaire. Depuis l'enseignement de l'anglais sur objectifs spécifiques en Algérie, l'intégration de l'analyse des besoins est considérée comme l'aspect le plus essentiel pour conduire le cours en général pour les professeurs d'anglais et particulièrement pour les professeurs d'ESP. L'étude examine les besoins du groupe cible, les étudiants de première année en médecine vétérinaire des universités de Tarf et Souk Ahras, en utilisant différents outils. De plus, l'analyse des besoins a des exigences prédominantes relatives à différentes compétences: parler, écouter, lire, écrire et traduire en tant que besoins supplémentaires. Il doit également être spécifique et précis pour être utilisé par les étudiants pour comprendre différents articles et publications scientifiques. La recherche est une organisation bien pensée intégrant des outils multimédias et les supports acquis ainsi que différentes techniques d'enseignement selon les qualités et les niveaux de l'apprenant, par exemple, la conception de cours ESP et son efficacité. Les résultats obtenus à partir du questionnaire des étudiants confirment partiellement la première hypothèse, en ce sens que des étudiants affichent un besoin d'ESP dans leur future carrière alors que d'entre eux affirment avoir besoin d'ESP uniquement dans le but de réussir leurs examens. En outre, ont manifesté que la plupart des étudiants ont déclaré que les compétences orales et écrites sont ce dont ils avaient le plus besoin pour apprendre l'anglais et l'utiliser dans leurs études. La deuxième hypothèse est donc confirmée. De plus, la majorité d'entre eux ont affirmé que supports les plus nécessaires dans la classe ESP sont les aides visuelles, principalement les vidéos et les realia. Par ailleurs, les activités qu'ils jugent majoritairement adéquates sont : les jeux et les jeux de rôle . La troisième hypothèse est donc également confirmée. Enfin, des suggestions de recherches futures et les limites de l'étude sont présentées.
Teaching English as a Foreign Language in a Flipped Classroom Case of Second year master English Students at Mohamed Cherif Messaadia University, Souk Ahras
(2022) LADJAILIA FAICAL
ABSTRACT The purpose of this study is to examine the trends and key findings of studies related to flipped classroom methodology in the field of teaching English as a foreign language (TEFL). For this, using technology means a research was done using a questionnaire and a participant observation with the second year master English students at Mohamed-Cherif Messaadia University - Souk AhrasFaculty of Letters and Languages Department of foreign languages . The results of the study show that the Flipped class method in TEFL is very effective and had gained a lot popularity among researchers in recent years. Furthermore, the most widely used contrast classroom research methods in TEFL studies were found to be mixed and quantitative methods. Among the studies reviewed, speaking and writing skills were the most commonly studied language skills. Further analysis revealed the challenges, as well as the benefits, of using the flipped classroom method in English as a Foreign Language (EFL) classroom. Additionally, in the studies reviewed on the flipped classroom methods and Active Learning, the results mainly emphasize the advantages of the Flipped Learning methods, On the basis of the review, various suggestions are made for practitioners and future research. ---------------- ملخص الغرض من هذه الدراسة هو دراسة الاتجاهات والنتائج الرئيسية للدراسات المتعلقة بمنهجية التعليم المعكوس في مجال تدريس اللغة الإنجليزية كلغة أجنبية. لهذا ، فإن باستخدام التكنولوجيا تم إجراء بحث باستخدام استبيان و مراقبة المشترك مع طلاب السنة الثانية ماستير اللغة الإنجليزية في جامعة محمد الشريف المساعدية - سوق أهراس كلية الآداب وقسم اللغات الأجنبية. تظهر نتائج الدراسة أن طريقة الفصل المعكوس فعال للغاية واكتسبت شعبية كبيرة بين الباحثين في السنوات الأخيرة. علاوة على ذلك ، تم العثور على طرق البحث المتناقضة الأكثر استخدامًا على نطاق واسع في دراسات اللغة الإنجليزية كلغة أجنبية على أنها طرق مختلطة وكمية. من بين الدراسات التي تمت مراجعتها ، كانت مهارات التحدث والكتابة هي المهارات اللغوية و الأكثر شيوعًا التي تمت دراستها. كشف المزيد من التحليل عن التحديات ، فضلاً عن الفوائد ، من استخدام طريقة الفصل الدراسي المقلوب في فصل اللغة الإنجليزية كلغة أجنبية. بالإضافة إلى ذلك ، في الدراسات التي تمت مراجعتها حول أساليب الفصل الدراسي المقلوب والتعلم النشط ، تؤكد النتائج بشكل أساسي على مزايا أساليب التعلم المعكوس ، وعلى أساس المراجعة ، حيث تم تقديم اقتراحات مختلفة للممارسين والأبحاث المستقبلية. ---------------------
The Impact of Self-assessment on Enhancing EFL Learners' Writing Proficiency Case of: Second Year Bachelor Students of English at the University of Souk-Ahras
(2022) KADI Nardjes
Abstract Teachers of EFL use many methods and techniques to assess their learners in terms of the four skills. Self-assessment is one of those techniques. Since it defines the level of the learners by giving them the opportunity to assess their own progress and identify their weaknesses, strengths and take part in the learning process. The current study aims at investigating the impact of self-assessment technique on enhancing learners' writing proficiency in the department of English language at Mohamed Cherif Messaadia university in Souk Ahras. To test the main hypothesis that suggests the possibility of enhancing learners' writing proficiency through the application of self-assessment techniques both qualitative and quantitative methods (mixed method)were used in the data collection; a questionnaire was provided to second year EFL students. The gathered data have illustrated that the use of self-assessment has a positive impact in enhancing students' writing skill, by engagingthe learner in the teaching / learning process, and gives them the chance to be aware of their level and identify their weaknesses and strengths in order to fill in the gaps. According to the findings of this investigation the claimed hypothesis is confirmed.
Teachers' and Learners' Perceptions towards Culture Teaching in the EFL Classroom The Case of First Year Pupils at El Arbi Djemil Secondary School, Sédrata, Souk-Ahras
(2022) Manal GHEDABNIA
Abstract |The current descriptive study is concerned with probing EFL teachers' and learners' perceptions towards culture teaching in the EFL classroom at El Arbi Djemil Secondary School in Sédrata, Souk-Ahras. To confirm or refute the main hypothesis that suggests that the cultural aspect of the language is not taken on equal footing with the other language skills. The researcher opted for a mixed methods approach to collect both quantitative and qualitative data. Firstly, a questionnaire was administered to 98 first year pupils. Another questionnaire was administered to 20 EFL teachers from Sédrata, Souk-Ahras, and Sidi Fradj. The final stage of the research involved two in-depth semi-structured interviews conducted with 5 teachers selected randomly, and 7 pupils selected conveniently. The gathered data have illustrated that theoretically the value of culture appears to be appreciated by both participants; however, in practice, no time is allocated to culture teaching, and both teachers and pupils focus more on the linguistic competence rather than intercultural competence to achieve language proficiency. On the basis of these findings, which seem to run in the opposite direction of what has been endorsed in the literature and previous researches, recommendations are suggested to the Ministry of National Education, EFL teachers and learners.
Investigating The Importance Of Cultural Awareness In EFL Learning. Case Study Third Year English Students at Mohamed Cherif Messadia. Souk Ahras.
(2022) Charmati Khaoula
Abstract For many years English language teachers (ELT) attention revolved mainly around teaching language conventions ignoring the communicative aspect of language learning. Despite the fact that, the primary objective of learning a foreign language is enabling the learners to converse adequately with native speakers of the target language. Accordingly, the present dissertation investigates the importance of cultural awareness in EFL classes at the English Department, at the university of Souk Ahras. It aspires at highlighting the need to be culturally aware of the target language in order to facilitate the learning process of EFL learners. To execute our research, qualitative and quantitative approaches were adopted, and in order to collect data we opt for a questionnaire that was addressed to Third year students at the university of Souk Ahras, in addition to a structured interview which was coordinated with (06) teachers of English from the same department After that, the responses are categorized and statistically and subjectively analyzed. The findings revealed that teachers and the majority of students are aware of the impact of TC on language learning since it can improve students' achievement and mastery of the target language. Moreover, according to the findings, culture incorporation in learners' instruction boosts their learning process the more they are aware of the culture of language the more they would like to learn, discover, and practice the language pushing them to develop their skills. furthermore, culture influences the outcomes of learners so the one who shows willingness and greediness to know the other culture learn in adequate way. Finally, the researcher can confirm the hypothesis after analyzing the data acquired from the research instruments used, and based on the findings, make a number of recommendations aimed at improving the implementation of culture in third-year English classrooms.
The Effectiveness of Blended Learning Through Using Video-Blogs Based Role Play in Enhancing Second Year Students' Oral Communicative Skills
(2022) DOGHMANI Mohamed Kheir eddine
Abstract In the world that we currently live in, technology is a major vital factor in all fields, especially in education, the use of technologies proved to be efficient for both students and teachers, however, the implementation of technologies in education does not neglect the traditional face to face teaching and learning methods that also proved to be efficient, the combination of both modern and technological and traditional teaching-learning methods is called Blended learning a teaching method that proved to beneficial for instructors and students, in this technique teachers can use the Video Blogs Based Role Play which is considered to be a useful tool to improve student s oral communicative skills because it uses an audio-visual aids rather than written texts as a primary media source. This work is an attempt to prove the efficiency of blended learning by using Video Blogs Based role to play in enhancing second-year EFL students' oral communicative skills and their attitude towards this method. In this research, a quasi-experiment and a semi-structured interview were conducted in order to prove the efficiency of this method in enhancing students' oral communicative skills.
The Effect of Learning Styles on Strategy Use by EFL Learners A Case Study of Third Year Learners of English at Souk- Ahras University
(2022) BOURAOUI Nihel
Abstract The present paper aims to reveal the effect of learning styles on learning strategy use by EFL learners at Souk- Ahras University. The main concern of the current study is that some EFL learners do not use learning strategy that reflects their learning styles, so they cannot learn effectively. It hypothesizes that EFL learners will learn effectively, if learners know how to link the appropriate strategy use to their learning styles. Thus, the work attempts to clarify the effect of learning style on strategy use either positive effect or negative one. In the process of achieving the above objectives, the descriptive exploratory method is adopted based on quantitative method in order to define different aims from that research. In addition, one (01) data collection tool, a questionnaire was administrated for both teachers and students. The learners' and the teachers' questionnaire has been administrated during the second semester of the academic year 2021-2022. The sample of this study is composed of 70 third year learners out of 125 learners and 22 teachers at the Department of English, University of Souk Ahras, Algeria. The derived results revealed positive relationship between the two research variables which confirm the research hypotheses set at the beginning of the research.
Applying Multiple Intelligence Theory in Teaching EFL for Improving Students' Writing Skills The Case of: Second Year LMD Students at University of Souk Ahras
(2022) KHALFALLAH Chadha
Abstract This study investigates the notion of MI and its impact on learners' writing; it looks into the improvements in teaching English as foreign language (E.F.L) in general and the development of learners' writing in particular, the purpose of this research is to provide an overview of MI; to increase learners' awareness about the concept of the theory, and to break the wall of obstacles in teaching or learning writing. We postulate that if linguistic and interpersonal strategies are integrated into teaching EFL, learners are more likely to increase their writing abilities. A descriptive method was used in this study by creating a questionnaire for fifty students and interviewing three teachers at Mouhamed Chrif Mssaidia. After analyzing the findings from both data collection techniques, our prediction about the effectiveness of MI in EFL and teaching writing skills was confirmed. Both teachers and learners agreed on the positive impact of using strategies from MI that cover the individual differences. As a result, teachers should recognize the learners' types of intelligence in order to select the most suitable strategy for teaching them writing skills. Furthermore, integrating a wide selection of MI tasks not only helps learners strengthen their English but also helps teachers cover the majority of educators' mental abilities. Most of the efforts being made to involve MI in Teaching English as Foreign Language (T.E.F.L) open up numerous opportunities for success in many educational fields. --------------------
Teachers' and Learners' Attitudes Towards Error Correction in English as a Foreign Language Classes- Focus on Oral Error Correction Case of Second year Students at the Department of English, Mohamed-Cherif Messaadia University, Souk-Ahras
(2022) Imen KHEDRI
Abstract Error correction is an integral part of the foreign language teaching learning process. However, learning from one's errors will never be possible if the appropriate error correction strategies were not used, and if learners carry on holding negative perceptions about and negative attitudes towards their errors and their teachers' error treatment methods. Therefore, the current study aims to explore both teachers' and students' attitudes towards oral error correction. To achieve the research goals, and to test the hypothesis which states that if teachers use the appropriate strategies of oral error correction, learners' negative attitudes to error correction would be changed, an exploratory mixed method as an approach to combining qualitative and quantitative was used through the use of a questionnaire with fifteen teachers at the Department of English at Mohammed Cherif Messaadia University, and another one was administered to fifty three second year LMD students at the same department. So as to observe the way teachers deal with learners' errors and at the same time to find out how students receive and respond to teachers' oral corrective feedback, some observation sessions of the same learners also took place during oral expression, grammar and phonetics classes. The findings revealed that both learners and teachers have positive attitudes towards error correction and that teachers usually opt for the use of immediate recasts and explicit correction. Eventually, the hypothesis was confirmed, so in the light of this, teachers have to apply different oral corrective feedback strategies and learners should accept their errors to learn from them, and to avoid making errors, they need to practice the language more in order.
Students and Teachers' Attitudes toward Teaching English at the Department of French: Case of First Year Students at Souk Ahras
(2022) Meraihia Hind
Abstract The present paper aims to reveal the students' and teachers' attitudes toward teaching English at the department of French at Souk Ahras university. The main concern of the current study is that students as well as teachers may have certain attitudes toward learning the English language. Such attitudes can affect the teaching and learning process whether positively or negatively, for that sake, this research is going to investigate those attitudes and their impact on the learning and teaching effectiveness. A descriptive method was used in this study, which is composed of two qualitative gathering tools; an interview and a questionnaire. According to the sampling, four teachers of English Language module were selected to answer the interview. However 50 first year students of French were chosen randomly to fill in the questionnaire. Finally, based on the analysis of the teachers' interview and the students' questionnaire, the results and findings of the research showed that the students and the teachers of first year at the department of French have positive attitudes towards teaching English, however, many issues encounter them which affect their learning progress.
Fostering Students' Engagement in EFL Classroom Case Study of Master I EFL Students at Mohammed Cherif Messaadia University - Souk Ahras
(2022) ABADLIA Wafa
Abstract: Fostering students' engagement in EFL teaching and learning offers a number of mechanisms considered focal in making a successful EFL classroom. Fostering this engagement is to give sense and credebility to the cognitive, emotional and behavioral efforts students' show in the learning process. In order to deduce the useful strategies used by the teacher to foster students' engagement, and because it is the source of the students' autonomy, more precisely this research is destined to Master I EFL students and teachers who try to engage their students actively. This research dealt with a questionnaire destined to both students and teachers to find out their opinions and challenges about how to foster students' engagement inside the classroom, emphesizing on the activites suggested by the teacher to emplement the meaning of engamement as a commitment. In the end, some educational considerations were suggested regarding this topic.
The Effectiveness of Group Work in Enhancing Students' Writing Skill: The Case of Second Year Students at Souk- Ahras University
(2022) Hakima Meras
Abstract The main concern of the current study is that writing in a foreign language has always been a challenging skill for EFL learners to master, for those reasons teachers always look for what might help students increase their proficiency in writing. Accordingly, the present study aims to scrutinize the effectiveness of using group work in enhancing students' writing skill. In other words, the work checks the correlation between the implementation of group work in EFL classrooms and the development of students' writing production. The descriptive method has been adopted using questionnaire for second year EFL students and a structured interview for their teachers at the department of English in Soukahras University. The analysis of the gathered data have illustrated that group work have an effective impact on improving the writing abilities of students, enhance their writing production, and solve many faced problems. Based on the obtained results, the hypothesis is confirmed.