English department

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Séminaires en: Méthodologie d’Ecriture, Edition et Rédaction en Langue Anglaise
(Université de Ghardaïa, 2020-05-05)
Étant donné que l’écriture est à la fois un outil d’apprentissage, de construction de la pensée, de transmission des savoirs et de construction identitaire, le défi que représente la consolidation d’une culture académique place l’écriture universitaire au centre du processus. Dans les études supérieures, de solides compétences en lecture et en écriture s’avèrent nécessaires, voire indispensables pour le partage et la diffusion des connaissances, l’insertion dans la communauté scientifique et la mobilité éducative et professionnelle. Le développement de la compétence à produire des écrits, compétence qui permettra aux étudiants d’accéder à la culture académique et de s’insérer professionnellement dans des communautés plus larges, suppose une intervention didactique en écriture académique universitaire dans la Langue Anglaise. La pratique des ateliers d’écriture créative a véritablement sa place dans les classes d’Anglais Langue Étrangère (ALE). Mais force est de constater que les activités proposées au sein de ces ateliers portent principalement sur les apprentissages linguistiques, intellectuels et culturels de la langue. Alors, ces ateliers sont ciblés aux étudiants de la Langue Anglaise à la seine de Département d’ Anglais. L’engagement des étudiants pour montrer la motivation et attirer leur attention pour être intéresser est une des objectives de ces ateliers.
Investigating EFL Learners’ Writing Performance Using QuillBot and Grammarly: The Case of Third Year Students at the Department of English - Ghardaia University
(جامعة غرداية, 2023) Sara, LAGRAA; Riyane, DAHMANE
Writing academically can be unwelcome and challenging for some learners. Thanks to the contributions of technology, several applications featured by artificial intelligence have emerged to assist students in performing their writing tasks, including Grammarly and QuillBot. For that, this research is conducted to investigate EFL learners’ writing performance using the aforementioned application. It aims to confirm the effectiveness of these applications in enhancing EFL learners’ writing performance. To achieve this aim, a descriptive method with a qualitative approach was employed to analyze the collected data that arose from a questionnaire which targeted forty-six Third Year students and seven teachers, at the English Department of Ghardaia University. The results showed that Third Year students have favorable opinions on using them as guaranteed applications to check mistakes, acquire new vocabulary, and express and organize ideas. Nevertheless, teachers recommend their students to be responsible in dealing with those applications.
Critical Discourse Analysis as an Approach for Enhancing Critical Awareness The study case of Third-Year Literature Class at English department at Ghardaia University
(جامعة غرداية, 2023) Lydia, SOUAGUI
This study investigates the use of Critical Discourse Analysis (CDA) as an approach to enhance critical awareness among third-year students in literature class at the English Department of Ghardaia University. The research aims to determine the role of teaching CDA in fostering critical thinking beyond textual analysis. Employing a mixed method approach, the study combines qualitative procedures for data gathering and analysis. Forty third-year students participated in an online questionnaire, revealing that teaching CDA effectively enhances students’ critical awareness. The findings highlighted the significance of CDA in promoting critical thinking among students.
Investigating The Use Of Monitor Hypothesis In EFL Oral Classes A Case Study Of Third Year Students Of English At The Department Of English Language At Ghardaia University
(جامعة غرداية, 2023) Asma, LAROUI; Soumia, HADJ KOUIDER
The students of 3rd year English Licence at Ghardaia University often face some obstacles while speaking and that reveal itself during oral classes. Hence, this research aims to investigate the use of monitor hypothesis in EFL oral classes by seeking to promote it on them in as much as its effectiveness in teaching and acquiring knowledge. This thesis research is divided into two parts; theoretical and Practical. The theoretical one contains two chapters which provide the reader with a general review of second language acquisition and spot light on the application of monitor hypothesis in oral classes. And for the practical one, it includes one chapter, which analyses and interprets the collected data on the use of Monitor Hypothesis in EFL Oral Classes. The present study is limited to third year students and teachers of English at the department of English at Ghardaia University by using questionnaire. The results revealed that the educational environment in oral classes do not permit to monitor hypothesis to exist, taking into account no program to involve and the lack of methods to enhance.
Third Year Primary School English Textbook Analysis
(جامعة غرداية, 2023) Aissa, BOUSNANE; Karim, HADJ HAMED
Implementing English in primary school for the second time presents a new challenge for the ministry of education and book designers to give birth to a suitable and convenient textbook. The present study aims atanalyzingthe current English textbook which is addressed for third year grade, in order to check the appropriateness of the content, achievements of learners’ needs and meeting teachers’ expectations. In order to tackle this issue, an online questionnaire was used as a research tool to gather data.The questionnaire was answered by sixteen (16) English primary teacher from state and private schools.The results obtained, concludes that teachers’ views vary towards the textbook through theanswered questions.
EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia
(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAH
The present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.
الحوارية في الخطاب السردي لروايتي «مملكة الزيوان» و«كاماراد رفيق الحيف والضياع» للصديق حاج أحمد - مقاربة سوسيونصية -
(جامعة غرداية, 2024) أم الخير, كديد
تستهدف الدراسة من تناولها لخطابي روايتي الصديق حاج أحمد"مملكة الزيوان "، و"كاماراد رفيق الحيف والضياع " استنطاق ‌الحوارية‌ والكشف‌ عن‌ تجلياتها‌ ‌في‌هذين المتخيلين السرديين، من أجل الوصول إلى خصوصيةالروايتين باعتبارهما جزءا منالرواية الجزائرية المعاصرة التي صارت توصف بالتجديد المستمر، بلا قواعد صارمة ثابتة في التشكيل، و باعتبار الروايةالأكثر ‌انفتاحا على ‌الخطابات ‌الأخرى، حين تستحضرها‌ وتتفاعل ‌معها‌، فتفيد من جميع الأجناس والنصوص الأخرىالقديمة‌والحديثة، ‌وجعلها‌ في‌ موضع ‌حوار، فتتصارع اللغات والأساليب والرؤى وتتعددالأصوات، لتكشف عن طبقات المجتمعوإيديولوجيات ولهجاته وبنياته التحتية، فتتشكل في بنيتها الحوارية من خلالالتهجين والأسبلة والحوار، ومن خلال توظيف التراث الشعبي، واستغلال أسلوب الحلقة الشعبية، وشخصية المداح وتناوب الأصوات الساردة التي يعبر فيها كل صوت عن شكل من أشكال الوعي الاجتماعي. Abstract: The study aims to investigate the discourse of two novels by the Algerian writerSEDDIK Hadj Ahmed, "" MAMLAKT AL-ZIWAN"and "CamradeRafik Elhif w Dyaa". The study aims to explore the dialogic nature of these two fictional narratives and reveal its manifestations. The goal is to understand the unique characteristics of these novels as part of contemporary Algerian literature, which is often described as constantly evolving, without strict fixed rules in its formation. The study also considers the novel as the most open to other discourses, as it evokes and interacts with them, benefiting from all genres and other texts, both ancient and modern. By placing these texts in a dialogue, the novels reveal the different languages, styles, and visions, and the multiplicity of voices, thus exposing the layers of society, its ideologies, dialects, and underlying structures. The dialogic structure of the novels is formed through hybridization, intertextuality, and dialogue, as well as through the use of popular heritage, the style of popular storytelling, the character of the narrator, and the alternation of narrative voices, each of which expresses a form of social consciousness.
Exploring the Influence of Virtual Meetings on English Language Learning in TEFL Classes: A Case Study Erriadeh and Erridouane Schools
(BOUKERMOUCHE, 2024) Abdallah, HADJ BRAHIM; Yahia, BOUKERMOUCHE
This case study investigated the impact of virtual meetings on English language learning in high school TEFL classes. It focused on Erriadeh School and Erridouane School as the case study subjects. This study investigated the implementation of virtual meetings and their effects on students' engagement, motivation, and speaking skill development. Data was gathered through a questionnaire administered to EFL students across both schools. The findings provided valuable insights into the potential of virtual meetings to enhance student engagement, improve learning outcomes, and personalize the language learning experience for high school students. Additionally, the study identified challenges and highlighted areas for further research related to online collaboration sessions in TEFL teaching. Overall, the study shed light on the positive impact of virtual meetings on English language learning in the high school TEFL context and provided a foundation for future research and improvements in this area.
EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia
(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAH
The present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.
The Importance of Discourse-Based Approaches in The Four Language Skills of Teaching in English Foreign Language Classes Case Study of Secondary School Teachers of Ghardaia
(جامعة غرداية, 2024) Rahila, BENKINA
This research investigates the significance of discourse-based approaches in English Language Teaching (ELT) and their impact on developing communicative competence among language learners. The study focuses on understanding how discourse, as the use of language in context, influences the acquisition of language skills such as speaking, listening, reading, and writing. A questionnaire was developed and validated with input from experts in ELT to gather insights from teachers regarding their perceptions and practices related to discourse-based teaching methods. The findings reveal a consensus among teachers on the effectiveness of these approaches in enhancing students’ communicative abilities. Interestingly, the study also found that teachers, regardless of experience levels, show similar levels of success in implementing discourse-based strategies, highlighting the universal applicability of these methods. The research underscores the importance of integrating discourse analysis into ELT curricula and the need for tailored professional development opportunities to empower teachers in implementing these approaches effectively.
Investigating EFL learners’ attitudes towards using English podcasts for enhancing their listening skills Case study: First-year Master Students of English at the University of Ghardaia
(جامعة غرداية, 2024) DAOUADI, Lamia; BOUNOUA, Hadjer
This research aims to investigate the attitudes of English as a Foreign Language (EFL) learners towards using English podcasts as a tool to enhance their listening skills. Listening is a crucial aspect of language acquisition, and the emergence of podcasts presents a new avenue for learners to develop their listening skills. By understanding EFL learners' attitudes towards podcasts, valuable insights can be gained into their preferences and help devlop effective listening strategies.This study was conducted at the University of Ghardaia with the first-year master students of English. A descriptive research was employed, combining both quantitative and qualitative approaches. Questionnaires were administered to 40 students, while interviews were conducted with 6 teachers. The results indicated that the majority of EFL learners are in favour of using English podcasts to develop their listening skills. Key words: ,
EFL Students Attitudes Towards the Use of Social Media for Language Learning: A Case Study of First Year Master Students at the Department of English, University of Ghardaia
(جامعة غرداية, 2024) Abderrahmane, BENAISSA; Abderrahmane, BENATALAH
The present study aimed to investigate Algerian EFL students’ attitudes towards the use of social media for language learning. A total of thirty first year students at the English department of the University of Ghardaia participated in the study. The researchers used a questionnaire and an interview for data collection, and a mix of quantitative and qualitative approaches was adopted for data analysis. The findings of the study revealed that students had positive attitudes regarding the use of social media for language learning. Social media platforms are a useful tool to enhance language skills and enrich vocabulary.
The Relationship Between Students’ Learning Styles and their Preferred Teaching Strategies The Case of Second Year Students at Erridouan Middle School
(جامعة غرداية, 2024) Leila, BAHEDDI; Aicha Sirine, BAAMARA
Recognizing the dynamics between students' diverse learning styles and their preferredteaching strategies is essential for fostering effective educational process. This dissertation aims to investigate the relationship between students‟ learning styles and their preferred teaching strategies. Hence, to conduct the current research, a triangulation approach was adopted, combining both quantitative and qualitative methods. The data collection process involved the distribution of a VARK questionnaire and Likert scale to a sample of 26 Second-Year middle school students to obtain an in-depth understanding of their learning styles and preferred teaching strategies. Additionally, it involved semi-structured interviews with three teachers to gain insights on their teaching strategies and to know about the teachers‟ awareness of different learning styles and their experiences in matching their teaching strategies to those styles. The findings indicated that there is a correlation between the students' preferred ways to learn and the teaching strategies that match them. Therefore, it was revealed that the visual learners learn better by implementing the visual aids such as demonstrations and charts. On the other hand, auditory learners prefer discussions and audio scripts. Also, read / write learners enjoy learning through reading instructions and taking notes. Furthermore, kinesthetic learners are fond of hands-on activities and real-world experiments. In addition to those unimodal learners, it was found that many students can be also bimodal and multimodal. However, it was noticed that the ARK learner expressed a dislike towards audio strategies. The research provides different implications for teachers as well as academic institutions.
The Relationship Between Students’ Learning Styles and their Preferred Teaching Strategies The Case of Second Year Students at Erridouan Middle School
(جامعة غرداية, 2024) Leila, BAHEDDI; Aicha Sirine, BAAMARA
Recognizing the dynamics between students' diverse learning styles and their preferred teaching strategies is essential for fostering effective educational process. This dissertation aims to investigate the relationship between students‟ learning styles and their preferred teaching strategies. Hence, to conduct the current research, a triangulation approach was adopted, combining both quantitative and qualitative methods. The data collection process involved the distribution of a VARK questionnaire and Likert scale to a sample of 26 Second-Year middle school students to obtain an in-depth understanding of their learning styles and preferred teaching strategies. Additionally, it involved semi-structured interviews with three teachers to gain insights on their teaching strategies and to know about the teachers‟ awareness of different learning styles and their experiences in matching their teaching strategies to those styles. The findings indicated that there is a correlation between the students' preferred ways to learn and the teaching strategies that match them. Therefore, it was revealed that the visual learners learn better by implementing the visual aids such as demonstrations and charts. On the other hand, auditory learners prefer discussions and audio scripts. Also, read / write learners enjoy learning through readinginstructions and taking notes. Furthermore, kinesthetic learners are fond of hands-on activities and real-world experiments. In addition to those unimodal learners, it was found that many students can be also bimodal and multimodal. However, it was noticed that the ARK learner expressed a dislike towards audio strategies. The research provides different implications for teachers as well as academic institutions.
قضايا التّعريب واتّجاهاته في المصطلح اللّساني لدى الدّارسين المغاربة
(جامعة غرداية, 2024) جقاوة, الزهرة
The Role of Facebook in Vocabulary Learning A Case Study:The 3red Year Pupils at Ammar El Saghir Middle School in Guerrara
(جامعة غرداية, 2024) BEKIRI, Souraya; KHELIL, Wasila
The very fast development of technology, science, and media has influenced all aspects of human life including education. Social networking sites (SNSs) have become the primary resort to the human being to tackle all kinds of real-life issues and concerns in general and language learning in particular. Facebook is a principle social website to enhance communication, language acquisition, vocabulary learning. Also, it provides with the authentic materials of the target language. A study was carried out with 50 third-year young pupils at Ammar El Saghir Middle School in Guerrara to analyze the effectiveness of Facebook use in vocabulary learning. The 50 pupils were divided into two groups ( experimental and concluding groups) each group included 25 pupils. Data collected with the use of pre and post tests to the two groups. While a structured questionnaire was conductedonly with the experimental group pupils. The study showed that pupils believed that the Facebook website is reliable resource to meet the learning purposes. Overall, Facebook can serve the educational process as a supplementary tool to improve the learner’s outcomes.
Anxiety of Speaking in the EFL Classroom: the Year Pupils at Hadj Messaoud th Case of 4 Mohamed Middle School in Guerrara-Ghardaia
(جامعة غرداية, 2024) Boubat, Abaz; Ali, Ben Ahmed
The present study investigates speaking anxiety in the English as a Foreign Language (EFL) context, particularly among middle school pupils, providing insights into its nature from the perspectives of both teachers and pupils. The study aims to highlight the challenges and factors behind this phenomenon. It also focuses on suggesting different methods and techniques to reduce learners’ anxiety and shyness when speaking in English. To achieve these objectives, the descriptive type of research was adopted where the researchers attended and observed (using an observation checklist) sessions of English module (focusing on speaking courses) with 4 th year pupils at Hadj Messaoud Mohamed Middle School in Guerrara-Ghardaia. The data were collected and analyzed using both quantitative and qualitative approaches: a questionnaire was administered to 93 pupils of the same level, in the same school. The interview was conducted across various middle schools in the city of Ghardaia. The study findings revealed that students generally exhibited a high level of speaking anxiety. The observation and interview results highlighted the main symptoms associated with speaking anxiety that teachers are familiar with. Based on the study's findings, practical suggestions and recommendations are proposed for EFL teachers and learners to effectively cope with speaking anxiety and enhance oral performance in the classroom.
Exploring the Efficacy of Online Platforms and Application for Enhancing Speaking Skills in English Language Learning Among English Students at Ghardaia University
(جامعة غرداية, 2024) Meriem, OULAD SAID
This study aims to explore the effectiveness of online platforms and applications in enhancing speaking skills in English language learning. The primary research question of this study revolves around the contribution of online platforms and applications to the improvement of speaking skills in English language learning among English students at University ofGhardaia. The objectives of this study are : firstly, to help learners improve their abilities in speaking English by offering them opportunities to explore and evaluate various technological tools; Secondly, to identify the strengths and weaknesses of these tools and determine whether they can effectively support learners in enhancing their speaking skills. By conducting a comprehensive literature review and adopting quantitative, descriptive research method using two questionnaires: one of which was directed to students at the university of Ghardaia, and learners affiliated with online learning English language platforms, while the second questionnaire was administrated to English language teachers working on “Follow ME Academy” and “Fluent Hello” platforms, this research purpose to shed light on the potential of online platforms and applications as resources for English language learners to improve their speaking abilities. The findings of this study will add to the existing body of knowledge in the domain of language learning and offer practical insights for teachers and learners aiming to investing technology for developed speaking skills.
Electronic vs. Print Reading in the EFL Classroom: the Case of 1st Year Licence Students at the University of Ghardaia
(جامعة غرداية, 2024) Hanan, Darem
The present study investigates electronic and print reading preferences and their impact on text comprehension among EFL learners. This research specifically addresses the potential challenges that faced by EFL students when reading, using either print or electronic materials. These challenges can arise from a variety of factors that can impede their progress. To address this issue, the study suggests some strategies that students can use to reduce these obstacles and improve their ability to read and learn in English. The aim of this research is to determine the extent to which reading materials effect on learners’ comprehension, and to reduce the challenges faced by EFL learners through developing effective techniques of reading. The study uses the descriptive type of research, by observing reading sessions with first-year licence students at University of Ghardaia. A questionnaire was also administered to 100 students of the same level, using the quantitative approach. The results of the study show that the reading materials type has an impact on students’ ability of understanding texts, revealing the challenges they face in reading.
The Impact of using Fisher and Frey's Gradual Release of Responsibility Model on Student's Self-efficacy : Case of: 4 th year EFL Students at Ali Ibn Abi Taleb Middle School - Ghardaia
(جامعة غرداية, 2024) Rym, OULAD SAAD; Meriem, FEDAL
In the teacher-centered traditional EFL classroom, students lack the vigor in carrying the assigned tasks out, which leads to the lack of perseverance and a lower likelihood that the tasks will be handled successfully. A diagnosis of such situation, from a socio-cognitive perspective signals a lack of self-efficacy. In order to tackle such issue, the study at hand suggests the Gradual Release of Responsibility as an alternative model through which students progressively build positive self-efficacy beliefs about their abilities to complete. The study followed a quasi-experimental, pretest-posttest, one group design with a, conveniently achieved, sample of 20 fourth year English as a Foreign Language students from Ali Ibn Talib middle school from Ghardaia city, Algeria. The intervention lasted for five weeks. The data gathering tools employed to carry this research were, a pretest, a posttest, and structured interviews with a sample of three English language teachers from the same middle school. Findings showed that the gradual release of responsibility had a positive impact on the students’ self-efficacy and that among the four stages of the gradual release of responsibility model, guided instruction and collaborative work effected students’ self-efficacy the most. Hereupon, the researchers recommend the use of gradual release of responsibility as a tool to alter EFL learners’ negative about their abilities into positive ones, and to help them move toward a more learner-centered leaning.