الرسائل والأطروحات الأكاديمية

Now showing 1 - 5 of 5

Illusions of Knowing”: Metacognitive Processes and Achievement in Reading and Writing Examination Tasks
(University of Algiers 2 Abou El Kacem Saadallah, 2021) Hamdoud, Amina; Bensemmane, Faiza
wherein students need to continually use their metacognitive knowledge, but often experience weak monitoring and regulation strategies. This research was carried out to investigate the state of their metacognitive knowledge in an examination context. Drawing on a body of research and empirical data, the study examines the relationship between metacognition, year of study and level of achievement, and argues that high levels of metacognitive knowledge are needed to accurately monitor and regulate reading and writing weaknesses and achieve successfully
Education for Citizenship in Algeria: Study of Beliefs and Practices with Special Reference to EFL Curricula and Textbooks
(University of Algiers 2 Abou El Kacem Saadallah, 2020) Hachelaf, Ahmed Abdelhakim; Bensemmane, Faiza
and political societies and other social forces (Denis, Cairns, & Gardner, 2000; McDonough &Feinberg, 2003; Demaine, 2004). Education for citizenship involves in addition to schools, parents, civil society and the state with the school playing the most crucial role. This role is becoming increasingly volatile and controversial as life is becoming more and more complex and nations and identities keep reshaping.
Teacher and Students Dialoguing through Feedback on EFL Students’ Writings: A Transformative Experience
(University of Algiers 2 Abou El Kacem Saadallah, 2019) Saidi-Messaoud, Ghizlene; Bensemmane, Faiza
Though both teachers and students agree that teacher written feedback is both helpful and desirable most research in L2 writing response reveals that teachers and students are respectively frustrated and disappointed regarding teacher written feedback. This is due to an impoverished dialogue where response is monologic, impersonal and a pure didactic discourse and where students are mere empty recipients of teacher written feedback .Informed by Freire’ emancipatory education and Critical Pedagogy and Mezirow’s Transformative Learning Theory, this study reflects the teacher cum-researcher’s an Exploratory practice journey of inquiry and reflection through dialoguing with ten students about her written feedback practices whereby students were invited to challenge and critique her feedback practices and the teacher to reflect on her practices
Blogging to improve EFL writing
(2 universitry ABOU HJLKJ of qlgiers2جامعة أبو القاسم سعد الله الجزائر, 2014) salhi, Hassina; Bensemmane, Faiza
Blogs belong to the new 20 technologies, they have specific features like being text based and allowing commenting. That can be used for learning and teaching writing skills. This study showed that blogs can be potentiolly efficient for this purpose. Howver, their integration in the EFL writing class needs an adequate franework.
Simultaneous Interpreting Quality Assessment at the Higher Arab Institute of Translation from Teachers’ and Students’ Perspectives
(2 universitry ABOU HJLKJ of qlgiers2جامعة أبو القاسم سعد الله الجزائر, 2017) NADIR, Abdelkader; Bensemmane, Faiza
his dissertation is an exploratory study of the process of assessment practices of simultaneous interpreting quality (SIQ) at the Higher Arab Institute of Translation (HAIT) from teachers' and students' perspectives. It delves into the perceptions, views and opinions of the teachers and students alike regarding the procedures of quality assessment of simultaneous interpreting along the process of training, i.e. from the Admission Test to graduation. It aims at generating hypotheses on quality assessment issues for further research in this field in order to improve the teaching of simultaneous interpreting in this Institute and elsewhere. This research looks into the scoring of the Admission Test, the Interpreter Aptitude Test and the formal Exams of Simultaneous Interpreting against the principles of educational assessment, namely validity, reliability, authenticity, practicality in addition to fairness, usefulness and meaningfulness. It is based on a post-positivist paradigm and a mixed-methods approach, and it is mainly qualitative as it does not just deal with the statistical data, i.e. the numbers, but with the subjective experience of the respondents. It relies on the methods of case study, grounded theory and a questionnaire-based survey. As far as the results are concerned, they have revealed, on the one hand, the lack of teachers' awareness about how to construct and design valid, reliable and authentic educational tests and exams. On the other hand, the results revealed a mismatch between the perspectives of the teachers, who are professionals, and those of the students regarding the skills and criteria of assessment in almost all the tests and exams.

الرسائل والأطروحات الأكاديمية

Browse

Filters

Settings

Sort By

Results per page

Search Results