الأطروحات الدكتوراه
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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 successfullyItem 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, Faizaand 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.Item 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, FaizaThough 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