الأطروحات اللغات الاجنبية
Permanent URI for this communityhttp://ddeposit.univ-alger2.dz/handle/20.500.12387/1856
Browse
2 results
Search Results
Item TOWARDS AN INNOVATIVE TEACHING OF READING: REALITIES AND PERSPECTIVES OF WEBQUEST-BASED APPROACH(UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages, 2020) Belferd Benseddik, Lamia; Bensafi, Zoulikha (Directeur de thèse)Teachers seek to integrate Innovative Resources in the teaching of Reading Techniques Courses in order to create meaningful environments and provide students with a possibility to use the target language in form of reading Web pages. This research attempts to present the students with an important task that does not only enhance their interest but also raises their motivation to read comprehensively more documents written in English. It investigates the effects of WebQuests on First and Third Year ENSL students' Reading Comprehension. Moreover, this study intends to examine the perceptions and the attitudes of EFL iearners towards the integration of the WebQuest Instructions in the Reading Classroom. This Quantitative and Qualitative research is meant to test the use of the new method of WebQuest and explore its effects through a True Experimental Study under the design of PretestPosttest Control Group Method. The collected data is triangulated through the use of Preand Post-tests, Students" Preand PostQuestionnaires, Teachers' Questionnaire, and Students' Classroom Observations. The results of the study are analysed and interpreted in the light of the formulated hypotheses. Statistical analysis revealed significant gains in reading performance between pre-test and post-test and positive students" attitudes towards the use of WebQuest in the Reading Class. The outcomes of the present study are in accord with the results of some of the studies conducted in the same field. Some suggestions for further research and some pedagogical implications have been suggested at the end of this study.Item 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, Faizawherein 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