الدوريات والمجلات الأكاديمية
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Item The Use Of Metacognitive Strategies In Reading Comprehension A Case Of First Year Efl Students At Tizi- Ouzou University(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2023-06-09) ALIOUCHOUCHE, Fadhila; CHERIK, LouizaMetacognitive strategies that allow students to plan, control and evaluate what they read, have an essential role in the improvement of reading comprehension. The aim of this study is to investigate EFL students’ use and awareness of metacognitive reading strategies for comprehending academic texts. A questionnaire was used for data gathering and the sample of the study consisted of 49 first year EFL students at the university of Tizi- ouzou. The findings reveal a low level use and awareness of the planning, monitoring and evaluating strategies. The study recommends that students should develop positive attitudes towards reading academic texts and teachers are requested to integrate a metacognitive reading strategy instruction to foster their students’ metacognitive awareness and their comprehension abilities.Item Efl Students’ Attitudes And Practices Of Close Reading Strategies For Monitoring Comprehension And Promoting Critical Thinking A Case Of Two First-year Groups At Oum-el-bouaghi University(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-12-13) Zebbouchi, Hadjer; Bacher, AhmedThis study examines tertiary EFL students’ attitudes towards practicing close reading of complex informational and literary texts and purports to answer two questions: what are tertiary EFL students’ attitudes towards close reading of complex texts? And how effectively do they practice close reading strategies to monitor comprehension and promote critical thinking? To this end, a questionnaire has been administered to collect pertinent data from two first-year EFL groups at Oum-El-Bouaghi University. Findings reveal that respondents resort to rereading and annotation techniques in preference to raising text-based questions and engaging in group discussions; whereas, their comprehension-repair strategies show some spontaneous close reading practices despite being unfamiliar with this concept. However, their strategies tend to lack firm metacognitive skills involved in higher-order thinking. This problem, which has resulted from inadequate reading instructions and scant independent reading in their schooling years, has led to repercussions on students’ readiness for university reading.Item Integrating Flipped Learning Pedagogy In Higher Education: Fitting The Needs Of Covid-19 Generation(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-06-19) Bouguebs, Radiawere introduced. Educational activities were carried out remotely using websites, digital platforms…etc. Though online learning contributed a lot in saving students’ academic outcome; yet, it cannot reduce from the importance of face-to-face classroom instruction. The “Flipped Learning” classroom, another facet of Blended Learning, which makes an efficient use of class time, offers a teaching/learning environment that enhances students’ learning outcomes. Adopting this approach in higher education becomes a suitable alternative both for teachers and students especially with the resumption of face-to-face studies within the new protocol set up for the academic year 2020-2021. This paper attempts to investigate students’ knowledge and awareness about this new pedagogy; mainly that the FL classroom has proved efficient in multiple English as Foreign Language (EFL) settings. To reach the study objective, this descriptive analytical investigation delves into EFL learners’ learning experience within FL model so to facilitating the safe integration of this teaching/learning approach in higher education, and to empower EFL teachers surmount the major teaching/learning challenges to meet COVID-19 generation students’ needs and aspiration.