الأطروحات الدكتوراه
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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 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 learningItem Learner Autonomy and Context Specificity: A Study of Students’Discourses on EFL Learning and Teaching at Mira University of Béjaia, Algeria(University of algiers2 Abu El Kacem Saad Allah جامعة الجزائر 2 أبو القاسم سعد الله, 2019) Ghout-Khenoune, Lynda; Bensemmane, Faiza (Directeur de thèse)This study attemptedto explore EFL students’ discourses on English language learning and teaching and toexamine their readiness for autonomous learning. A qualitative framework was embraced to accommodatethe interpretivist perspectiveunderpinning this study. Language Learning Histories of the studentsand questionnaire data were combinedin order to shed light on the prevailing learning culture in this context. The findings demonstrate the students’ readiness for learner autonomy through their understanding of their complex learning context and their lack of readiness for autonomy as they consider the teacher as the sole figure of authority because of a non-supportive learning environmentItem AN EXPLORATORY STUDY OF KNOWLEDGE AND ACHIEVEMENT IN THE ENGLISH DEGREE STUDENTS AT THE UNIVERSITY OF ALGIERS WITH FOCUS ON LITERACY SKILLS(University of Algiers. Faculty of Letters and Languages, 2009) Gacimi- Boukhedimi, Yasmine; Bensemmane, Faiza (Directeur de thèse)This thesis attempts to explore the two notions of knowledge and achievement/success in the English Degree Course. It sets out a double aim; one is to explore the nature of knowledge behind degree readers’ successful completion of the course;the second is to examine the extent to which these students’previously acquired literacy in other languages has a qualitative effect on their achievement in a language degree. The research centers on good achievers’ study experience. What they do to complete their studies within the prescribed period, what contribution they make to their English language ability development, how they face study work across subjects are questions addressed in this thesis. Informed by scholarly work on the following themes: academic achievement (Entwistle and Wilson,1977, Norman,1982, Covington, 1922, McMillan, 2000, Curzon, 2001), language ability development/proficiency (Bachman, 1990, Canale & Swain, 1980, Bley-Vroman, 1988, 1989) literacy in both L1 and in an additional language (Reed et al,1985, Winograd, 1977, Eysenck & Keane,1990, McKay, 1992) multilingualism (Ringbom, 1987, Gass & Selinker, 1994, Sanz, 2000, Cenoz, 2001 & 2003), the research seeks firstly to reach a working definition of what FL proficiency stands for. Secondly, it attempts to arrive at a greater understanding of the type of knowledge that is relevant to academic achievement. It also examines the nature of L1 and L+ literacy. Given a consensus on the distinction between declarative knowledge, procedural and strategic knowledge and on their respective but complementary role in language skill and knowledge development, this study highlights the role that both cognition and metacognition play in literacy development and their combined contribution to academic achievement. It analyzes a group of good achievers’ “story” of their study experience. Selected according to a purposive/non-random sampling procedure, the participants were former students in previous tuitions year. Data which were collected by means of a questionnaire, a semi-structured interview and written documents submitted by students for the research purpose, are mostly verbal in nature. They were analyzed and interpreted by means of a step-by-step procedure of meaning v finding, coding and grouping (Strauss and Corbin, 1990, Tesch,1990, Patton, 2002). The themes that this procedure generated were further processed via inductive and deductive processes that led to conceptualization. Data interpretation suggests that early literacy in L1 and or both L1and L2, a sense of achievement at the start of tuition in an additional language, high interest in the language, acceptance of study content, a will to work hard and at a fairly frequent rate lead to course completion by degree readers. The results obtained consistently inform the research questions about participants’ attitude to work, thoughts , study behaviours and work methods. Though limited to be generalizable, the categories that were arrived at mirror academic fitness and schema knowledge (Covington 1992, Marshall 1992) as two prerequisites to academic achievement. Furthermore, when language ability is only developing, participants perceive it as one among other challenges which they face with positive attitude, consistent study action and personal work methods. While these results partly match Entwistle and Wilson’s conclusion on success-predicting factors, other inferred data about literacy use by these students suggest these students’ ease with these two components of their English proficiency. Two participants who, throughout the interview reiterate their interest in English written skills, also mention a link between early literacy in a second language and a fondness for English written skills. This, as well as these participants’ observed study behaviours in the classroom, do not sound in contradiction with multilingualists’ assumption about a favourable role played by previously acquired literacy in the attainment of an additional language literacy. Though in embryo, a link seems to exist between ease with L1/L2 reading and writing and control of the same skills in an additional language. However, the nature of knowledge that leads to a successful completion of studies for the degree course by these students may or may not be due to attainment of high overall language ability in the additional language even if use of declarative, procedural and strategic knowledge can be traced in the participants’ story.Item A PHENOMENOLOGICAL APPROACH TO TEACHERS' AND STUDENTS' EXPERIENCES AND PERCEPTIONS OF CRITICAL THINKING IN THE ENGLISH LANGUAGE DEGREE COURSE(University of Algiers 2 Abou El Kacem Saadallah جامعة الجزائر 02 أبو القاسم سعد الله, 2021) Melouah, Asma; Bensemmane, Faiza (Directeur de thèse)Recognized as a skill of enduring importance, critical thinking has witnessed increased attention in recent years, but questions still remain regarding its nature, and what constitutes this intellectual value. As a matter-of-fact, the notion of criticality and its place in higher education has been mostly framed within a Western cognitive approach which tends to favour the centrality of skills of reasoning and falls short of extending it beyond the realms of argumentation and logic. Many scholars allude to some abstract universality in thinking while neglecting its relation to cultural context. This study draws on a postmodernist approach, and is framed within an interpretive phenomenological methodology informed by the ideas of phenomenologists such as Heidegger, Merleau Ponty and Van Manen. The aim is to deconstruct existing conceptualizations of critical thinking prominent in Western academic discourse and suggest a reconstruction of the concept by situating it within a non-Western contextual perspective. This study also seeks to investigate the lived experiences and perceptions of university teachers and students of English in the context of Algerian higher education. Qualitative data were collected from 12 teachers and 20 students of English in the Department of Foreign Languages at the University of Medea, using semi-structured teacher and student interviews, participant observation and reflective journal documentation. The diversity of these methods allows triangulation of the results, providing insights on contextuality, relationality and embodiment as significantly shaping the meaning and development of critical thinking in the Algerian university context. Other issues emerged such as authority and the reproduction of inequality, power relations, symbolic violence in the classroom, embodiment of certain forms of habitus and capital, fragmentation of efforts and experiences, religion, culture, politics, the educational LMD system and the EFL curriculum which have a bearing on the development of critical thinking. Therefore, critical thinking is not an abstract subject or a universal ideal mode of thinking that can be nurtured in all students, but its meaning and development are related to relational and contextual realities and to socially and culturally embodied practices which are structured, maintained and reproduced in the classroom and the wider field of EFL higher education.Item Using Collaborative Blended Learning to Develop Literacy Skills(University of Algiers 2 Abou El Kacem Saadallah جامعة الجزائر 02 أبو القاسم سعد الله, 2021) SEBBAH, Loubna; Bensemmane, Faiza (Directeur de thèse)The study aims to examine the impact of collaborative blended learning on developing first year EFL students’ literacy skills. To this end, a quasi experimental study involving a mixed-methods design was conducted with 100 subjects enrolled in the department of English at the University of Algiers 2, Algeria in the academic year 2017-2018. The findings revealed that CBL proved to be effective in developing the students’ reading and writing ability and raising their awareness of reading and writing processes. The participants also revealed positive views of CBL as this promoted peer-mediated learning, fostered iterative scaffolding and feedback, encouraged group work, and provided them with the opportunity to practise literacy skills in and beyond the classroom