الرسائل والأطروحات الأكاديمية

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USING A CULTURALLY RESPONSIVE APPROACH TO TEACHING LITERATURE IN EFL CLASSROOMS THE CASE OF THIRD-YEAR STUDENTS AT ZIAN ACHOR UNIVERSITY, DJELFA
(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2024) MAHAMMEDI, Imane Belkis; Hamitouche, Fatiha (Directeur de thèse)
The research follows a quasi-experimental-one-group-pretest-posttest design, using both qualitative and quantitative data collection tools (teachers’ interviews, students’ questionnaires, archival data, observation, and experimental tests) and analysis methods (thematic content analysis, typological analysis, descriptive diagnostics analytics, and statistical analysis). The research participants are 30 third-year students at the University of Zian Achor who are tested before and after a 14-weeks intervention. The findings indicate a significant difference between students' pre and post-test scores and a positive effect on various areas of learning literature, including cultural awareness, comprehension, interaction, cooperation, and tolerance. However, they signal a less apparent effect on language skills and emphasize the challenge of incorporating social-emotional learning in the classroom. The research calls for further investigations on the subject particularly on the links between cognition, literature, and emotions
Effective EFL teacher characteristics according to master 2 students’ perceptions
(Afkar wa Affak, 2022-06-11) ARAR, samira
The present study is meant to examine students’ perceptions of effective EFL teacher attributes. Data were collected via a focus group interview conducted with 20 Master 2 students, at the department of English, Algiers 2 University. The mixed-method analysis of students’ responses centred on four emergent themes: personality, skills, classroom management, and academic knowledge. The research outcomes resulted in acknowledging a number of effective teachers’ affective, cognitive, and behavioural characteristics. The findings of this small-scale study are hoped to raise awareness of would-be teachers and teacher-trainers about the required teacher qualities for an effective EFL teaching/learning at university level. La présente étude vise à examiner les perceptions des étudiants quant aux caractéristiques de l’enseignant efficace en ALE. Les données ont été recueillies via un entretien de groupe ciblé, mené auprès de 20 étudiants de Master 2, au département d'anglais, Université d'Alger 2. L’analyse des réponses des étudiants s’est centrée sur quatre thèmes émergents : la personnalité, les compétences, la gestion de classe et les connaissances académiques. Les résultats de la recherche ont permis de dégager un certain nombre de caractéristiques affectives, cognitives et comportementales de l’enseignant efficace selon les perceptions des étudiants. Les résultats de cette étude à petite échelle devraient sensibiliser les futurs enseignants et les formateurs aux qualités requises pour un enseignement/apprentissage efficace de l'Anglais langue étrangère à l’université.
UNDERSTANDING SECONDARY SCHOOL LEARNERS’ DIFFICULTIES IN EFL WRITING
(Understanding Secondary School Learners’ Difficulties in Writing, 2023-05-14) ARAR, Samira
This research work investigates real causes underlying Algerian secondary school learners' difficulties in EFL writing. To this end, data were gathered in two different secondary schools in Blida and Tlemcen cities, within a mixed method approach and using two questionnaires and an interview. The responses of the informants, 150 third year learners, 50 teachers, and 03 inspectors, were analysed quantitatively and qualitatively and served to shed light on learners‟ linguistic, cultural, and affective challenges in writing. The findings are hoped to contribute in understanding the problem and to serve as groundwork for alternative remedies

الرسائل والأطروحات الأكاديمية

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