Faculty of Letters and Languages

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Author: search.filters.author.Khiari, Nor El Houda

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    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.
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    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.
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    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.