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Auteur BELMEKKI, AMINE |
Documents disponibles écrits par cet auteur (13)
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AN ACADEMIC SPEAKING COURSE BASED ON AUDIO – VISUAL INSTRUCTION: / BENSAID, CHAHIDA
Titre : AN ACADEMIC SPEAKING COURSE BASED ON AUDIO – VISUAL INSTRUCTION: : THE CASE OF MEDICAL STUDENTS AT THE FACULTY OF MEDICINE, AT TLEMCEN UNIVERSITY Type de document : texte imprimé Auteurs : BENSAID, CHAHIDA, Auteur ; BELMEKKI, AMINE, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 238 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Langues originales : Anglais (eng) Résumé : The primary objective of this small scale classroom research is to help medical
students to speak medical English with ease and clarity, using the audio-visual
method,i.e.medical videos and PowerPoints presentations.To examine the possible effects
of videos and PowerPoints presentations on the development of the speaking skill of
medical students, a quasi-experimental study was carried out at the faculty of medicine
with the third year post graduate medical students.Therefore, different research
instruments were used ; in addition to a pre-and post- speaking tests whose content was
purely medical were administered to all participants, to identify their speaking level
before and afer experimentation and to test and determine the effectiveness of the
audiovisual method.AN ACADEMIC SPEAKING COURSE BASED ON AUDIO – VISUAL INSTRUCTION: : THE CASE OF MEDICAL STUDENTS AT THE FACULTY OF MEDICINE, AT TLEMCEN UNIVERSITY [texte imprimé] / BENSAID, CHAHIDA, Auteur ; BELMEKKI, AMINE, Auteur . - Université tlemcen, 2016 . - 238 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng) Langues originales : Anglais (eng)
Résumé : The primary objective of this small scale classroom research is to help medical
students to speak medical English with ease and clarity, using the audio-visual
method,i.e.medical videos and PowerPoints presentations.To examine the possible effects
of videos and PowerPoints presentations on the development of the speaking skill of
medical students, a quasi-experimental study was carried out at the faculty of medicine
with the third year post graduate medical students.Therefore, different research
instruments were used ; in addition to a pre-and post- speaking tests whose content was
purely medical were administered to all participants, to identify their speaking level
before and afer experimentation and to test and determine the effectiveness of the
audiovisual method.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07887 EMAG440-37/ 01 Thèse قاعة الأطروحات 440 Langues romanes Exclu du prêt An Integrative Approach to Teaching Literary Texts to EFL Students: The Case of Second-Year Learners at University of Tlemcen. / FEHAIMA, Amaria
Titre : An Integrative Approach to Teaching Literary Texts to EFL Students: The Case of Second-Year Learners at University of Tlemcen. Type de document : texte imprimé Auteurs : FEHAIMA, Amaria, Auteur ; BELMEKKI, AMINE, Auteur Editeur : Université tlemcen Année de publication : 2018 Importance : 259 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : The current study purposefully considers why language teachers should use
literary texts in the language classroom, and what approach is most appropriate.
To meet this end a descriptive study has been carried out in order to examine the
effectiveness of the integrative approach to the study of literary texts in EFL
classes, aiming at helping our EFL learners develop their proficiency in English
and assisting EFL teachers in how to process literature and design activities. It
argues that research on teacher professional development could be integrated
with validated theoretical models of educational effectiveness approach used to
teach literature at university of Tlemcen. Therefore, three research tools are used
the Questionnaire, Semi-Structured interview and classroom observation to better
cross check dada. The methods and results obtained from the use of the
integrative approach, our teacher’s perceptions and the impact of an integrative
approach on student achievement were qualitatively and quantitatively analysed.
Implications of findings for the use of an integrative approach for improvement
purposes are drawn, and then suggestions for research and practice in teacher
professional development are provided.An Integrative Approach to Teaching Literary Texts to EFL Students: The Case of Second-Year Learners at University of Tlemcen. [texte imprimé] / FEHAIMA, Amaria, Auteur ; BELMEKKI, AMINE, Auteur . - Université tlemcen, 2018 . - 259 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : The current study purposefully considers why language teachers should use
literary texts in the language classroom, and what approach is most appropriate.
To meet this end a descriptive study has been carried out in order to examine the
effectiveness of the integrative approach to the study of literary texts in EFL
classes, aiming at helping our EFL learners develop their proficiency in English
and assisting EFL teachers in how to process literature and design activities. It
argues that research on teacher professional development could be integrated
with validated theoretical models of educational effectiveness approach used to
teach literature at university of Tlemcen. Therefore, three research tools are used
the Questionnaire, Semi-Structured interview and classroom observation to better
cross check dada. The methods and results obtained from the use of the
integrative approach, our teacher’s perceptions and the impact of an integrative
approach on student achievement were qualitatively and quantitatively analysed.
Implications of findings for the use of an integrative approach for improvement
purposes are drawn, and then suggestions for research and practice in teacher
professional development are provided.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08368 EDOC420-48/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt A COMPARATIVE STUDY OF ARGUMENTATIVE UTTERANCES THE FEMININE TEENAGED CONVERSATIONAL EXCHANGE IN AIN-TEMOUCHENT AND NEW-YORK / BENCHAREF, Amel
Titre : A COMPARATIVE STUDY OF ARGUMENTATIVE UTTERANCES THE FEMININE TEENAGED CONVERSATIONAL EXCHANGE IN AIN-TEMOUCHENT AND NEW-YORK Type de document : texte imprimé Auteurs : BENCHAREF, Amel, Auteur ; BELMEKKI, AMINE, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 303 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Langues originales : Anglais (eng) Résumé : The current study epitomizes a critical endeavour to scrutinize and explore the
phenomenon of argumentation within Ain-Temouchent and New York feminine youngsters’
conversational exchange in divergent contextsto testify the argumentation process and
measure the validity of arguments, moreover, figure out the obstacles and challenges that
feminine youngsters confront during an argumentative exchange. This research work is
carried out through analytic and comparative approaches, shedding much light on
interdisciplinary areas of some sub-fields of research involving sociolinguistics and cognitive
psychologyA COMPARATIVE STUDY OF ARGUMENTATIVE UTTERANCES THE FEMININE TEENAGED CONVERSATIONAL EXCHANGE IN AIN-TEMOUCHENT AND NEW-YORK [texte imprimé] / BENCHAREF, Amel, Auteur ; BELMEKKI, AMINE, Auteur . - Université tlemcen, 2016 . - 303 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng) Langues originales : Anglais (eng)
Résumé : The current study epitomizes a critical endeavour to scrutinize and explore the
phenomenon of argumentation within Ain-Temouchent and New York feminine youngsters’
conversational exchange in divergent contextsto testify the argumentation process and
measure the validity of arguments, moreover, figure out the obstacles and challenges that
feminine youngsters confront during an argumentative exchange. This research work is
carried out through analytic and comparative approaches, shedding much light on
interdisciplinary areas of some sub-fields of research involving sociolinguistics and cognitive
psychologyExemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07478 EDOC420-34/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt From a Traditional Learning to a Cooperative Learning Method through a Metacognitive Approach to an EFL Group-Based Project: The Case of Second Year LMD Students at the University Center Ahmed Salhi, Naama. / KEBIRI, asma
Titre : From a Traditional Learning to a Cooperative Learning Method through a Metacognitive Approach to an EFL Group-Based Project: The Case of Second Year LMD Students at the University Center Ahmed Salhi, Naama. Type de document : texte imprimé Auteurs : KEBIRI, asma, Auteur ; BELMEKKI, AMINE, Auteur Editeur : Université tlemcen Année de publication : 2018 Importance : 241 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : This study combines together the concepts of cooperation and metacognition in an EFL classroom. The researcher attempted to investigate the effects of working with metacognitive strategies in cooperative groups on the EFL learners’ understanding and use of English tenses, as well as the development of their positive attitudes towards the cooperative approach. Accordingly, this study represents a quasi-experimental research in which the investigator opted for a pre-test post-test group research design. In addition to this research instrument, the researcher selected also a reflective questionnaire and an interview. The sample population dealt with in this study is composed of two EFL 2nd year classes at the department of English, at the University Center Ahmed Salhi, Naama. The research process, then, started first with the students sitting for a pre-test for the sake of identifying their needs; to consider in the next step. Later, during the training phase, students had lectures about English tenses, and were asked to accomplish tasks. The only difference was that students of the experimental group worked on the assigned tasks with metacognitive strategies in cooperative groups and students of the control group worked with metacognitive strategies individually. At the end, students were asked to answer the reflective questionnaire and the interview. Thus, the researcher opted for both qualitative and quantitative types of data analysis. The statistical procedures used for the analysis of the students’ scores in both the pre- and post-tests demonstrated that both methods applied to both groups were beneficial; however, students of the experimental group achieved better results. The researcher, though, could not really confirm this hypothesis since the generalization issue could not be achieved after the use of the independent samples t-
test. The remaining two hypotheses, on the other hand, were confirmed as far as the analysis of the reflective questionnaire and the interview demonstrated better understanding and use of metacognitive strategies by students of the experimental group and positive attitudes towards their cooperative experience. At the end of this research work, and based on the conclusions drawn, the researcher was able to propose some important concepts and activities to be considered by teachers in their EFL classrooms.From a Traditional Learning to a Cooperative Learning Method through a Metacognitive Approach to an EFL Group-Based Project: The Case of Second Year LMD Students at the University Center Ahmed Salhi, Naama. [texte imprimé] / KEBIRI, asma, Auteur ; BELMEKKI, AMINE, Auteur . - Université tlemcen, 2018 . - 241 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : This study combines together the concepts of cooperation and metacognition in an EFL classroom. The researcher attempted to investigate the effects of working with metacognitive strategies in cooperative groups on the EFL learners’ understanding and use of English tenses, as well as the development of their positive attitudes towards the cooperative approach. Accordingly, this study represents a quasi-experimental research in which the investigator opted for a pre-test post-test group research design. In addition to this research instrument, the researcher selected also a reflective questionnaire and an interview. The sample population dealt with in this study is composed of two EFL 2nd year classes at the department of English, at the University Center Ahmed Salhi, Naama. The research process, then, started first with the students sitting for a pre-test for the sake of identifying their needs; to consider in the next step. Later, during the training phase, students had lectures about English tenses, and were asked to accomplish tasks. The only difference was that students of the experimental group worked on the assigned tasks with metacognitive strategies in cooperative groups and students of the control group worked with metacognitive strategies individually. At the end, students were asked to answer the reflective questionnaire and the interview. Thus, the researcher opted for both qualitative and quantitative types of data analysis. The statistical procedures used for the analysis of the students’ scores in both the pre- and post-tests demonstrated that both methods applied to both groups were beneficial; however, students of the experimental group achieved better results. The researcher, though, could not really confirm this hypothesis since the generalization issue could not be achieved after the use of the independent samples t-
test. The remaining two hypotheses, on the other hand, were confirmed as far as the analysis of the reflective questionnaire and the interview demonstrated better understanding and use of metacognitive strategies by students of the experimental group and positive attitudes towards their cooperative experience. At the end of this research work, and based on the conclusions drawn, the researcher was able to propose some important concepts and activities to be considered by teachers in their EFL classrooms.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08383 EDOC420-49/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt From a Traditional Learning to a Cooperative Learning Method through a Metacognitive Approach to an EFL Group-Based Project: The Case of Second Year LMD Students at the University Center Ahmed Salhi, Naama / KEBIRI, asma
Titre : From a Traditional Learning to a Cooperative Learning Method through a Metacognitive Approach to an EFL Group-Based Project: The Case of Second Year LMD Students at the University Center Ahmed Salhi, Naama Type de document : texte imprimé Auteurs : KEBIRI, asma, Auteur ; BELMEKKI, AMINE, Auteur Editeur : Université tlemcen Année de publication : 2018 Importance : 241 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : This study combines together the concepts of cooperation and metacognition in an EFL classroom. The researcher attempted to investigate the effects of working with metacognitive strategies in cooperative groups on the EFL learners’ understanding and use of English tenses, as well as the development of their positive attitudes towards the cooperative approach. Accordingly, this study represents a quasi-experimental research in which the investigator opted for a pre-test post-test group research design. In addition to this research instrument, the researcher selected also a reflective questionnaire and an interview. The sample population dealt with in this study is composed of two EFL 2nd year classes at the department of English, at the University Center Ahmed Salhi, Naama. The research process, then, started first with the students sitting for a pre-test for the sake of identifying their needs; to consider in the next step. Later, during the training phase, students had lectures about English tenses, and were asked to accomplish tasks. The only difference was that students of the experimental group worked on the assigned tasks with metacognitive strategies in cooperative groups and students of the control group worked with metacognitive strategies individually. At the end, students were asked to answer the reflective questionnaire and the interview. Thus, the researcher opted for both qualitative and quantitative types of data analysis. The statistical procedures used for the analysis of the students’ scores in both the pre- and post-tests demonstrated that both methods applied to both groups were beneficial; however, students of the experimental group achieved better results. The researcher, though, could not really confirm this hypothesis since the generalization issue could not be achieved after the use of the independent samples t-
test. The remaining two hypotheses, on the other hand, were confirmed as far as the analysis of the reflective questionnaire and the interview demonstrated better understanding and use of metacognitive strategies by students of the experimental group and positive attitudes towards their cooperative experience. At the end of this research work, and based on the conclusions drawn, the researcher was able to propose some important concepts and activities to be considered by teachers in their EFL classrooms.From a Traditional Learning to a Cooperative Learning Method through a Metacognitive Approach to an EFL Group-Based Project: The Case of Second Year LMD Students at the University Center Ahmed Salhi, Naama [texte imprimé] / KEBIRI, asma, Auteur ; BELMEKKI, AMINE, Auteur . - Université tlemcen, 2018 . - 241 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : This study combines together the concepts of cooperation and metacognition in an EFL classroom. The researcher attempted to investigate the effects of working with metacognitive strategies in cooperative groups on the EFL learners’ understanding and use of English tenses, as well as the development of their positive attitudes towards the cooperative approach. Accordingly, this study represents a quasi-experimental research in which the investigator opted for a pre-test post-test group research design. In addition to this research instrument, the researcher selected also a reflective questionnaire and an interview. The sample population dealt with in this study is composed of two EFL 2nd year classes at the department of English, at the University Center Ahmed Salhi, Naama. The research process, then, started first with the students sitting for a pre-test for the sake of identifying their needs; to consider in the next step. Later, during the training phase, students had lectures about English tenses, and were asked to accomplish tasks. The only difference was that students of the experimental group worked on the assigned tasks with metacognitive strategies in cooperative groups and students of the control group worked with metacognitive strategies individually. At the end, students were asked to answer the reflective questionnaire and the interview. Thus, the researcher opted for both qualitative and quantitative types of data analysis. The statistical procedures used for the analysis of the students’ scores in both the pre- and post-tests demonstrated that both methods applied to both groups were beneficial; however, students of the experimental group achieved better results. The researcher, though, could not really confirm this hypothesis since the generalization issue could not be achieved after the use of the independent samples t-
test. The remaining two hypotheses, on the other hand, were confirmed as far as the analysis of the reflective questionnaire and the interview demonstrated better understanding and use of metacognitive strategies by students of the experimental group and positive attitudes towards their cooperative experience. At the end of this research work, and based on the conclusions drawn, the researcher was able to propose some important concepts and activities to be considered by teachers in their EFL classrooms.Exemplaires (1)
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