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 Students’ Learning and Knowledge Retention of the Cultural Module through the Use of Multimedia Teaching Materials: The Case of First Year Undergraduate Students at the University of Abbas Laghrour, Khenchela(جامعة الجزائر2 أبو القاسم سعد الله Algiers2 University Abu El Kacem Saad Allah, 2023) AGGOUN عقون, Imen إيمان; Khaldi, Kamel (directeur de thése)This study focuses on the use of multimedia materials in teaching British culture to EFL students. It highlights the importance of effective teaching methods and the potential benefits of multimedia in creating a comprehensive learning environment. The research addresses the lack of studies in this area, particularly in Algeria, and aims to explore the effectiveness of multimedia materials in enhancing students' cultural knowledge and retention. The study also examines students' and teachers' perceptions of multimedia as an integrated teaching approach. Through a quasi-experimental design, the research demonstrates that the use of multimedia leads to improved cultural knowledge and higher retention rates compared to traditional instruction. The findings emphasize the value of multimedia in the classroom, encourage its adoption in university settings, and contribute to the existing literature. تركز هذه الدراسة على استخدام المواد المتعددة الوسائط في تدريس الثقافة البريطانية لطلاب اللغة الإنجليزية كلغة أجنبية. وتسلط الضوء على أهمية طرق التدريس الفعالة وفوائد استخدام المواد المتعددة الوسائط في خلق بيئة تعليمية شاملة. يتناول البحث نقص الدراسات في هذا المجال، وبخاصة في الجزائر، ويهدف إلى استكشاف فعالية المواد المتعددة الوسائط في تعزيز معرفة الطلاب الثقافية وتثبيتها. كما يفحص البحث تصورات الطلاب والمعلمين حول المواد المتعددة الوسائط كأسلوب تدريس متكامل. من خلال تصميم شبه تجريبي، توضح الدراسة أن استخدام المواد المتعددة الوسائط يؤدي إلى تحسين معرفة الثقافة البريطانية وزيادة نسبة الاحتفاظ بالمعلومات مقارنة بطريقة التعليم التقليدية. تؤكد النتائج قيمة المواد المتعددة الوسائط للتدريس، وتشجع على اعتمادها في الجامعات.Item The Effect of Online Assessment on EFL Students’ Anxiety and Engagement(Afkar wa Affak, 2023-06-13) ARAR, samiraOnline assessment has become increasingly popular in the field of education, including EFL instruction. While online assessment offers many advantages, such as increased flexibility and efficiency, concerns have been raised about its potential negative impact on EFL students' anxiety and engagement. Anxiety and engagement are critical factors in language learning and assessment, and they have been found to affect students' performance, motivation, and language development. This paper presents a critical review of the literature on the effect of online assessment on EFL students' anxiety and engagement. The paper examines conflicting views and prior research on this topic and presents an analysis of the key themes and findings. It also proposes recommendations for future research and practice. Overall, this paper highlights the importance of careful consideration of the pedagogical implications of online assessment, including the need for clear instructions and support, a balance of assessment methods, and an engaging and interactive learning environment. L'évaluation en ligne est devenue de plus en plus populaire dans le domaine de l'éducation, y compris dans l'enseignement de l'anglais langue étrangère. Bien que l'évaluation en ligne offre de nombreux avantages, tels qu'une flexibilité et une efficacité plus accrues, des inquiétudes ont été soulevées quant à son impact négatif potentiel sur l'anxiété et l'engagement des étudiants de l’ALE. L'anxiété et l'engagement sont des facteurs critiques dans l'apprentissage et l'évaluation des langues, et il a été démontré qu'ils affectent les performances, la motivation et le développement linguistique des étudiants. Cet article présente une analyse critique de la littérature sur l'effet de l'évaluation en ligne sur l'anxiété et l'engagement des étudiants de l’ALE. Il examine les points de vue contradictoires et les recherches antérieures sur ce sujet et présente une analyse des principaux thèmes et résultats. Il propose également des recommandations pour les futures recherches et pratiques. Dans l'ensemble, cet article souligne l'importance de considérer attentivement les implications pédagogiques de l'évaluation en ligne, y compris la nécessité d'instructions et d’un soutien clair, d'un équilibre entre les méthodes d'évaluation et d'un environnement d'apprentissage engageant et interactif.Item DICTIONARY USE VERSUS TEACHER\'S ASSISTANCE AND THEIR EFFECT ON VOCABULARY UNDERSTANDING IN READING COMPREHENSION(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2018) Lounas, Ahmed; Hamitouche, Fatiha (Directeur de thèse)This thesis investigates the use of the dictionary versus0teacher’s help and the effect of both on vocabulary understanding during reading classes as well as the opinions of both teachers and EFL students regarding dictionary use. The study is carried on 1st and 3rd year EFL students at Ecole Normale Superieure de Bouzareah (ENSB), Algiers to test whether there is any change through time.Several aspects of dictionary use such as dictionary skills and the types of dictionaries preferred and usedare examined as part of this study.The researcher used a mixed method research design for a better understanding of the research problem. Tocollect data from students and teachers, the researcherused instrumentssuch as questionnaires and interviews as well as a reading for vocabulary field test that comprised 2 courses and 2quizzes for both 1st and 3rd year EFL students. The results of the study reveal thatthe majority of the teachersallow their students to use a dictionary during Reading Comprehension classes and that most of the teachers and students favorthe monolingual dictionaryItem The Effect of Cooperative Learning on EFL First Year Students’ Reading Comprehension(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2021) AKHRIB, Mohammed; Nedjai, Fatma Zohra (Directeur de thèse)Gender is salient when Cooperative Learning (CL) is implemented in reading instruction, evoking further variability in students’ reading strategy use and achievement; this gender variance requires thorough investigation taking into account the reader, task and text variables so as to support previous studies examining the impact of CL on gender variance in English as Foreign Language (EFL) reading comprehension. The aim of this study, then, is to investigate gender differences in EFL reading comprehension. It explores how gender differences in the sources of text based interest, perceived interest or personal interest, and familiarity with texts, account for the variance in EFL reading comprehension. This study examines the impact of Collaborative Strategic Reading (CSR) on EFL reading comprehension of males and femalesItem The Effect of Strategies Instruction on Students’ Writing Performance:Investigating the Effects of Rhetorical and Outlining Strategies on Students’ Composition Organization(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2021) Aït abdeslam, Faïza; BENSAFI, Zoulikha (Directeur de thèse)Writing in a Second or a Foreign Language is a complex activity that EFL students often meet when learning English. Similarly, teaching writing is often seen as much complex as learning to write. Thus, teachers are required to find ways to facilitate it. The aim of this current research is to promote writing strategies instruction as a way to improve Algerian students’ English writing performance. Our particular focus in this study is outlining strategies as well as rhetorical strategies on students’ argumentative essay. To achieve this aim, a quasi- experimental method has been selected as a method of investigation. The results of the experiment show that the experimental group recorded a significant statistical progress measured through the T-test. This study implicates that direct strategies instruction is an effective way to help students improve their writing performanceItem GENDER DIFFERENCES EFFECTS ON THE EFL LEARNERS SPEAKING SKILLS(جامعة الجزائر 02 أبو القاسم سعد الله University of Algiers 2 Abou El Kacem Saadallah, 2019) KACHA, Asma; MAOUCHE-KETFI, Salima (Directeur de thèse)Gender is a socially and a culturally acquired category affecting the individual’s behaviours as well as his way of thinking. The gender differences are clearly experienced, especially in the classroom setting, since male and female learners co exist in the same setting and share the same learning tasks and instructions. This differentiation may affect the input provided by the teacher and the output produced by the learners. The present research, then, attempts to investigate the effect of these gender disparities on learning. More particularly, it aims at studying the effects of gender on group work tasks in speaking sessions wherein the exploratory talk is followed. In other words, it explores if the existing gender differences are aligned with the principles of the exploratory talk, and thus, points out which group arrangement is more appropriate to enhance the Algerian students’ group interactional performances and outcomes in general as well as the frequency and the quality of their contributions in particularItem The Effectiveness of the Use of a Combination of Inductive Deductive Method on First Year Students in the Learning of the Past Simple and Past Perfect Simple and the Writing Performance(University of Algiers 2 Abou El Kacem Saadallah, 2019) Fellah, Naima; Boukhedimi, YasmineThe current study explores the possible effectiveness of the use of a combination of inductive-deductive method of instructing EFL students on the past simple and the past perfect simple in written discourse. The results reveal improvement in the performance of the experimental group in the learning of the target tenses in contrast to the control group. Despite this improvement, these results have proved statistically insignificant; hence, both instructional methods are equal and have the same effect on the experimental students’ learning of the target tenses in the short term. Unexpectedly, the students’ questionnaire shows that the quasi-majority of the experimental students have held positive attitudes towards learning the past simple and the past perfect simple through the use of the mixed method. The research findings also indicate the existence of a positive correlation between the experimental students’ learnt target tenses and their writing performance.