Memoirs of Master
Permanent URI for this collectionhttps://dspace.univ-ghardaia.edu.dz.dz/handle/123456789/7022
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Item Investigating teacher’s perception toward the use of Picture-Based Activities in Boosting Reading Comprehension Skills among Primary School Pupils: The Case of Fifth-Year Pupils(جامعة غرداية, 2026) Koutar Taleb Ahmed, Imane LanagThis dissertation examines the effect of picture‑based activities on reading comprehension among fifth‑year primary school pupils. It addresses the gap between pupils’ ability to decode words and their difficulty in understanding texts, and explores whether systematic use of pictures can support meaning making. The study draws on cognitive perspectives, which emphasize processes such as inference, vocabulary, monitoring, and sociological perspectives, which stress the impact of pupils’ social and cultural backgrounds on literacy practices. A mixed‑methods approach was using a teacher questionnaire about reading lessons that integrated pictures before, during, and after reading sessions. The data focused on how often teachers use pictures, how they perceive their role in supporting vocabulary, prediction, main‑idea identification, and answering comprehension questions, in addition to how these activities are implemented in practice. The findings show that picture‑based activities engage learners, scaffold understanding, and enhance pupils’ responses to comprehension questions, leading to improved reading comprehension. The study recommends greater emphasis on visual supports in reading curricula and teacher education. This dissertation examines the effect of picture‑based activities on reading comprehension among fifth‑year primary school pupils. It addresses the gap between pupils’ ability to decode words and their difficulty in understanding texts, and explores whether systematic use of pictures can support meaning making. The study draws on cognitive perspectives, which emphasize processes such as inference, vocabulary, monitoring, and sociological perspectives, which stress the impact of pupils’ social and cultural backgrounds on literacy practices. A mixed‑methods approach was using a teacher questionnaire about reading lessons that integrated pictures before, during, and after reading sessions. The data focused on how often teachers use pictures, how they perceive their role in supporting vocabulary, prediction, main‑idea identification, and answering comprehension questions, in addition to how these activities are implemented in practice. The findings show that picture‑based activities engage learners, scaffold understanding, and enhance pupils’ responses to comprehension questions, leading to improved reading comprehension. The study recommends greater emphasis on visual supports in reading curricula and teacher education.Item The Impact of Reading Circles on Students’ Reading Comprehension in Algerian Secondary School EFL Classes(جامعة غرداية, 2026) BENKINA Fouad, ZERMANE LamiaThis thesis explores the effect of reading circles on students’ reading comprehension in the context of Algerian EFL classes. This study is based on social constructivist and reader response theory, which stress the importance of collaborative learning and active involvement in texts. This study analyses the learner is able to use structured group discussion and peer interaction to the development of understanding. Furthermore, the research includes age factor and English proficiency level as control variables which might have impact on the students' performance. The study employs a quantitative descriptive design and uses questionnaires and a classroom-based analysis to gather data from teachers and students. It is anticipated that the results will reveal that the participation in reading circles improves students’ engagement, motivation, participation and reading comprehension skills. This study draws attention to the potential value of collaborative brokering in developing English language learning and teaching in the context of the Algerian secondary school.