الرسائل والأطروحات الأكاديمية
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يسمح هذه المجموعة الأعمال الأكاديمية بالحفاظ والأرشفة واسترجاع والوصول الى كل الرسائل الجامعية وأطروحات الدكتوراه المجازة في جامعة الجزائر 2 ؛ وتشمل كل تخصصات الجامعة الحالية والمستقبلية
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Item Enhancing Perceptual Accuracy and Listening Comprehension in Algerian EFL Students through Explicit Instruction of Connected Speech Processes: A Case Study of First-Year Students at ENSB(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2025) BENMEZAL بن مزال, Wahiba وهيبة; Bensemmane, Faiza (Directeur de thèse)Natural spoken English involves connected speech processes such as assimilation, linking, elision, and reduced forms of function words, which often hinder EFL learners’ listening comprehension. These modifications can render even familiar words unrecognizable. This study investigates the effectiveness of explicit instruction in connected speech processes on the listening skills of first-year Algerian EFL students at ENS Bouzareah. Grounded in phonological and language acquisition theories, the research employs a quasi-experimental design with 108 participants, divided into control and experimental groups. Conducted over five months, data collection involved pre- and post-tests, student and teacher questionnaires, and document analysis. The student questionnaire was administered to the experimental group, while seven EFL teachers provided insight into current practices and challenges in teaching listening and pronunciation. Results reveal that targeted instruction significantly improves students’ perceptual accuracy and listening comprehension. Students also expressed positive attitudes toward the training. Teacher responses highlighted persistent challenges, including discrepancies between spelling and pronunciation and the lack of appropriate materials. The findings emphasize the value of integrating connected speech instruction and pronunciation-focused listening activities into EFL curricula. Additionally, the document analysis of first-year phonetics and listening syllabi revealed a lack of explicit focus on connected speech processes. The study underscores the need to revise curricular content and to support professional development for teachers to enhance listening instruction in EFL تحسين الدقة الإدراكية وفهم الاستماع لدى طلاب اللغة الإنجليزية كلغة أجنبية في الجزائر من خلال التعليم الصريح لعمليات الكلام المتصل: دراسة حالة لطلاب السنة الأولى في المدرسة العليا للأساتذة ببوزريعة تهدف هذه الدراسة إلى تحسين الدقة الإدراكية وفهم الاستماع لدى طلاب السنة الأولى لتعليم اللغة الإنجليزية كلغة أجنبية في الجزائر من خلال التعليم الصريح لعمليات الكلام المتصل، مثل الإدغام، الربط، الحذف، واختصار الكلمات. اعتمدت الدراسة تصميماً شبه تجريبي شمل 108 طالباً موزعين على مجموعتين: ضابطة وتجريبية، على مدى ستة أشهر، باستخدام اختبارات قبلية وبعدية واستبيانين. أظهرت النتائج أن التدريب على هذه العمليات يسهم في تحسين إدراك وفهم اللغة المنطوقة. كما بيّنت أهمية استخدام اللغة الطبيعية ومواد مناسبة لاحتياجات الطلبة، وإدماج تعليم النطق في مهارات الاستماع. من جهة أخرى، أشار المعلمون إلى تحديات مثل التباين بين النطق والتهجئة ونقص الموارد المناسبة، مؤكدين الحاجة إلى تطوير مهني مستمر. خلصت الدراسة إلى أن تدريس عمليات الكلام المتصل يمثل نهجاً فعّالاً لتحسين مهارات الاستماع، ويستدعي إدماجه في مناهج تدريس اللغة الإنجليزية.Item Argument Essay Writing in English as a Foreign Language: Third Year Students’ Journey of Writer Identity Construction and Expression at ENSB, Algiers(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) Setrallah ستر الله, Ahlem أحلام; Bensemmane, Faiza (Directeur de thèse)This study is an exploratory qualitative case study of a group of forty-two third year students of English at a Teacher Training College in Algiers-Algeria and their struggle to construct a writer identity in higher education. Inspired by Ethnography, building on Norton (2000)’s theory of identity, Ivanič’s (1998) model of writer identity, and self-appraisal theory (Bandura, 1997), this study aims at discovering the factors that shape students’ writer identity. The findings revealed that based on their perceptions of themselves as writers. In addition, the participants used a number of linguistic and discoursal strategies to express their writer identity in argument writing such as taking a clear position, develop strong arguments to defend it, using personal experience as a source for writing creating a connection with the reader. The latter seems to reflect Ivanič ’s (1998) model of writer identity. Based on these findings, the study suggests a more flexible approach to academic writing.Item ENGLISH VOCABULARY SIZE GROWTH AND VOCABULARY LEARNING STRATEGIES: A COMPARATIVE STUDY ACROSS THE THREE ENGLISH DEGREE YEARS AT THE UNIVERSITY OF ALGIERS 2(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) Talbi - Hassani طالبي حساني, Adela عديلة; Bensemmane, Faiza (Directeur de thèse)This study investigates the relationship between vocabulary size and vocabulary learning strategies (VLS) use among 184 EFL students enrolled in the 3-year English degree course at the University of Algiers 2. Findings revealed that the students' vocabulary size increased from the time they joined University to the end of their final year, however, their VLS behaviour did not change significantly. The low correlation between vocabulary size growth and VLS seems to imply that the nature of the students’ VLS had a non-significant effect on their vocabulary size growth. Metacognitive strategies involving the use of Internet seemed to significantly correlate with their overall vocabulary size, and a large number of low-frequency words with a spelling similar to their French cognates were noted. Drawing on the students’ previous knowledge of other languages, use of multimedia resources, as well as focusing on strategy training and integrating explicit English vocabulary instruction may help increase students' lexical repertoire, autonomy, and strategic competence هذه الدراسة هي محاولة لاستقصاء العلاقة بين نمط نمو حجم المفردات واستراتيجيات تعلم المفردات المستخدمة لدى عينة من 184 طالبًا من طلبة اللغة الإنجليزية بجامعة الجزائر 2. وكشفت النتائج أن حجم مفردات الطلاب ارتفع ومع ذلك ، فإن سلوك استراتيجيات تعلم مفردات الطلبة لم يتغير بشكل ملحوظ على مدى السنوات الثلاث. استراتيجيات ما وراء المعرفية التي تنطوي على استخدام الإنترنت مرتبطة بشكل كبير مع حجم مفرداتهم الإجمالية. . لوحظ عدد كبير من الكلمات المنخفضة التردد ذات كتابة مشابهة لما يعادلها بالفرنسية. تشير هذه النتائج إلى أن الاعتماد على معرفة الطلبة السابقة باللغات الأخرى (اللغة الأم و اللغة الثانية ) ، واستخدام موارد الوسائل المتعددة الوسائط، بالإضافة إلى التركيز على التدريب الاستراتيجي ودمج تعليم مفردات اللغة الإنجليزية الواضحة قد يساعد في زيادة مفردات الطلبة واستقلاليتهم وكفاءتهم الاستراتيجيةItem Investigating the Effect of Self-assessment on Academic Writing: A Case of First-year Students at the English Department, University of Algiers 2(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) Takarroucht تكروشت, Kenza كنزة; Bensemmane, Faiza (Directeur de thèse)The aim of this study is to investigate the effect of student self-assessment on academic writing. The study was set in an EFL university context with first-year English degree students at the University of Algiers 2, and attempted to examine three variables: writing strategies, writing ability, and writing apprehension. The experimental intervention consisted of implementing self-assessment of writing strategies and self-assessment of paragraph writing. To conduct this research, an embedded mixed-methods design was implemented with a sample of 30 control and 30 experimental groups. The findings revealed that the experimental group outperformed the control group on the three variables. Furthermore, analysis of qualitative data indicated that the majority of the participants used writing strategies such as planning, monitoring, and evaluating strategies; they also voiced positive attitudes towards paragraph writing and high perceptions of their paragraph writing ability هدف الدراسة الرئيسي تمثل في تطوير مهارات الكتابة في اللغة الإنجليزية كلغة أجنبية لدى طلاب السنة الأولى بِاستخدام نماذج التقييم الذاتي. اختيرت عينة الدراسة من مجتمع طلاب السنة الأولى قسم لغة إنجليزية، جامعة أبو القاسم سعد الله الجزائر2. العيّنة ممثلة بعدد من طلاب السنة الأولى في قسم اللغة الإنجليزية كمجموعة تجريبية وكان عددهم 60 طالب وطالبة. وقدمت الدراسة أدوات بحث هي اختبارات تجريبية لقياس مهارة الكتابة واستراتيجيات الكتابة ٬ ومقياس اضطراب التعبير الكتابي قبل وبعد التجربة إضافة إلى مقابلة حول استراتيجيات الكتابة ومقابلة حول ردود الفعل اتجاه التعبير الكتابي. تم إخضاع البيانات للتحليل الإحصائي واللغوي، ولقد كانت أهم نتائج الدراسة هو وجود دلائل تشير إلى تحسينات في مهارات واستراتيجيات الكتابة بعد استعمال نماذج التقييم الذاتي إضافة إلى ردود فعل ايجابية اتجاه التعبير الكتابي.Item Emotional Intelligence in English Language Education: Study of the Classroom Practices of Middle School Female and Male Teachers in Chlef Area, Algeria(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) Iddou إيدو, NAIMA نعيمة; Bensemmane, Faiza (Directeur de thèse)This thesis investigates the issue of emotional intelligence in the Algerian context. It seeks to find out whether middle school teachers of English are emotionally intelligent, and examines the extent to which gender affects their emotional classroom practices. To collect data, three tools were used: a questionnaire addressed to teachers, their pupils and inspectors of English; observation sessions, using an emotional intelligence checklist adapted from Allen’s (2014); and document analysis of inspectors’ official reports. To enhance the reliability of this research, the investigator employed a variety of approaches and methods. Because this research is based on a mixed-methods approach, the reseqrcher used approaches and methods appropriate for both qualitative and quantitative methods. The findings revealed that the middle school English teachers targeted in this research are only emotionally intelligent to a certain degree. With reference to gender, the results contradict the belief that women are more emotionally intelligent than men.Item RETENTION AND ATTRITION IN EFL VOCABULARY LEARNING(University of Algiers 2. Faculty of Arts and Languages, 2013) Tihal, Wafia; Bensemmane, Faiza (Directeur de thèse)The present descriptive and exploratory study aims to explore the effectiveness of Vocabulary Learning Strategies used by final year school students and to test their retention of the target words thereby measuring their vocabulary size. It is based on the works of Oxford (1990) and Schmitt (1997). A vocabulary learning strategies questionnaire adapted from Schmitt’s (1997) taxonomy was used to gather data on the students’ use of five identified Vocabulary Learning strategies : Determination (DET), Social (SOC), Memory (MEM), Cognitive (COG) and Metacognitive (MET) strategies . A Vocabulary Achievement test was used to evaluate their word retention . A questionnaire to teachers was designed to elicit their attitude towards vocabulary teaching and the recall strategies taught for long term vocabulary retention. The results demonstrate that: 1. ‘Shallow’ strategies ( ‘taking notes’, ‘guessing from context’ and ‘asking classmates’) did not cause retention as they did not require manipulation of vocabulary . 2. At a receptive level, students used ‘bilingual dictionary’, ‘guessing from context’ and ’asking classmates’ strategies to comprehend the meaning of unknown words. 3. At a productive level , ‘discovery’ strategies were used. Students avoided strategies involving deep mental processing(such as Keyword Method, Semantic Mapping and Spaced Word Practice )and used strategies which cause attrition. 4. Teachers did not use efficient strategies to help their students increase their word retention. Finally, proposals were made for teachers to improve vocabulary retention in EFL secondary school students.Item Investigating the Use of the Relative Clause by Second Year Students of English in the English(University of Algiers 2. Faculty of Arts and Languages, 2013) Kasbadji Lahoubi, Soraya; Bensemmane, Faiza (Directeur de thèse)The present research tries to investigate the use of the relative clause by twenty-one second year students of English (EFL) at the University of Algiers 2. After several years of teaching this grammatical structure to second year students of the English degree course, I have observed that students have problems using the relative clause, specially the pronouns WHO, WHICH, THAT, WHOM, the possessive WHOSE and the after prepositions such as OF WHICH, WITHOUT WHOM, FOR WHOM. One of the reasons for their difficulties in learning this complex grammatical structure may be the influence of their L1, Arabic. L1 influence has been reported on the acquisition of relative clauses (Lightbown and Spada 2006). And for learners whose L1 does not have a particular clause type such as object of comparison (for example, The person that Susan is taller than is Mary) it is more difficult to use that clause type in English. Thus, Arabic speakers often produce the relative marker and the pronoun it replaces as they do in their own language (for example, The man who I saw him was very angry,), which is quite confusing. This study deals with second year students’ use of the relative clause and tries to identify their problems and to suggest possible solutions. Grammar tests with exercises on the relative clause followed by a questionnaire on the test were given to twenty one of these students. The data from both research instruments were analyzed, as well as the students’ errors made in the tests. The findings are quite interesting and reveal that many but not all the errors are due to L1 (Arabic) interference. The students have demonstrated three main types of problems related to the relative clause: vi - Misuse of the relative pronouns (who, which, whom, that) and of the pronouns they replace ( it, they, him…etc.) - Misuse of the possessive WHOSE and the after-preposition relatives such as OF WHOM and FOR WHICH. - Misplacement of the relative clause in the sentence. The study ends with some suggestions of activities that may improve the students’ understanding of the meaning of sentences containing the relative clause and their use of this somewhat problematic grammatical structure.Item The Impact of Listening Comprehension Strategy Training on First Year English Students’ Listening Ability(University of Algiers 2. Faculty of Letters and Languages, 2012) Khelifa, Mahammed; Bensemmane, Faiza (Directeur de thèse)This study was motivated by the weak results the students of English in the University of Blida have achieved over the last fifteen years. Teachers and administrators alike believe students’ weaknesses are mainly due to their non- effective listening strategies in the listening module, which is key to understanding Academic English needed for their university studies. It was important to understand the students’ listening difficulties and to see if a Training Programme involving Strategy- Based Listening Tasks can improve the students’ listening ability. Therefore, a pre- test (Oxford Placement Listening Test) was administered to a sample class of sixty- four first year students to determine their proficiency level. When it was corrected, only thirty students were singled out and divided into an experimental group and a control group of 15 students each. Both groups were administered a 22 item- questionnaire to identify their listening comprehension problems and their listening strategies. The Experimental Group received Listening Comprehension Strategy Training for twelve weeks. The Programme consisted of strategy- based teaching which developed strategies centred on a framework suggested by Brown (1990: 148). During this time, the control group attended the regular listening sessions with no treatment. To triangulate the results, a semi structuredinterview was carried out with the teachers of the module. After the Training Programme, both groups were given a post- test based on IELTS format. The results revealed that the scores of the Experimental Group were higher than those of the Control Group. They had a significantly higher level of listening proficiency and used more strategies, e.g., listening for key words, inferring and listening for gist than they did before Listening Comprehension Strategy Training. However, no significant difference was found in the use of non- verbal cues and asking for clarification strategies. On the other hand, the Control Group used listening comprehension strategies equally before and after the training, except for predicting and note-taking strategies. Based on these findings, it was suggested that listening teachers should be made aware of strategy- based listening tasks and develop materials based on these results.Item Investigating EFL Students’ Feedback-Handling Strategies in Argumentative Essay Writing(University of Algiers 2. Faculty of Letters and Languages, 2012) Setrallah, Ahlem; Bensemmane, Faiza (Directeur de thèse)Teachers of writing spend considerable time and effort providing students with feedback, hoping that this will help reduce the number of students' mistakes and improve their writing performance. However, they can feel quite disappointed when they realize that their feedback is ignored or does not result in better drafts especially in process writing tasks. Studies done in the field of response to students' writing ( Diab, 2005; Ferris, 1995; Leki, 1991; and Cohen,1987) )demonstrated the importance of feedback for writing in an academic context and the mismatch between teachers' expectations of feedback and students' reaction to it. This study investigates how second year university students of English react to teacher written feedback (TWF),what problems they face dealing with it and what strategies they use to handle it and solve the problems it poses. Three research instruments were utilized to collect data from a sample of six students: questionnaires, content analysis of students' drafts and interviews. The analysis of the results revealed that all six students have a positive attitude to TWF. They found it motivating and tried to take it into consideration whenever they revised their drafts because it seemed to help them improve their writing. However, they all faced problems dealing with illegible teacher's handwriting and unclear comments and symbols. Finally, even when they managed to decode teacher's feedback correctly, many of them did not know how to use this feedback to improve their second and final drafts. The findings of this study showed that the subjects used a number of feedback handling strategies. The latter were classified into three main categories: " Meta-cognitive strategies: making a mental note, relating TWF to previous knowledge about language, and deciding on which mistakes to correct and which to ignore. " Cognitive strategies: reading TWF several times, using a dictionary/grammar book, and replacing the wrong word/verb by a synonym. " Social-affective strategies: asking for the teacher's help or a peer/friend help. The present study emphasizes that students need to be trained on how to use TWF effectively when writing the second drafts of their essays. In addition, they should be actively engaged in feedback provision. Furthermore teachers should take into account students' needs and preferences, negotiate feedback with them in terms of purpose, the way it is presented and how it can best be used to improve their writing.Item Depth of Educational Change in the LMD Reform(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2019) Sail-Terki, Hind; Bensemmane, Faiza (Directeur de thèse)Any educational reform initiative is supposed to cause change and this change is deep when it proves to have an impact on the beliefs and practices of the teachers. The present mixed-methods confirmatory case study aims at examining the depth of the educational change entailed by the Algerian LMD reform of higher education in the English Department of Blida 2 University. It seeks to answer the following research questions: 1. did the reform cause change in teachers’ own beliefs about teaching and learning? 2. did it cause change in their teaching approaches and practices? 3. did it cause change in the use of new instructional materials? In theory, the LMD curriculum should create change by shifting teachers’ beliefs towards a more learner-centred orientation, making teachers as well as tutors adhere to learner-centred practices and encouraging the use Information and Communication Technologies (ICTs) in teaching and learning