Détail de l'éditeur
Université tlemcen |
Documents disponibles chez cet éditeur (866)
Affiner la recherche Interroger des sources externes
Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra / OTHMANE, Meriem
Titre : Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra Type de document : texte imprimé Auteurs : OTHMANE, Meriem, Auteur ; BOUYAKOUB Naima, Auteur Editeur : Université tlemcen Année de publication : 2021 Importance : 323 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : It is a timely moment for those involved in education; teachers, learners and stakeholders to flexibly survive with the dynamic change of teaching and learning demands in the 21st century .The current study seeks to research the adequacy of applying the multimodality approach in the classroom -as a new envision- for assessing the learners’ communicative competence. Consequently, we speculated that through the execution of this recommended approach in the classroom, the instructor would have the capacity to assess his learners’ communicative competence most efficiently. To validate this hypothesis both quantitative and qualitative studies are used. The goal of this thesis is to further examine the effectiveness and validity of adopting such approach in the classroom to assess the learners’ communicative competence. This study employed a “Classroom Action Research” design which is composed of four steps (planning, acting, observing and reflecting), it was carried out on Third Year learners in the Department of English at Biskra University during the second term of the academic year 2017-2018. The tools used to reach the settled objectives are pre-test and post-test that were designed and administered before and after the intervention phase, a further tool was questionnaires that EFL teachers and learners were invited to fill in. Adopting the triangulation of the method, an interview with teachers was carried out in the academic year 2018- 2019 in order to gather the needed data about the topic under study. There were two raters to evaluate the learners ’communicative competence; Pair sample t- test was used to analyze the quantitative data and the hypothesis testing was computed using SPS S “Statistical Package for the Social Sciences”. Findings obtained in this research indicate that the multimodality approach can lend a hand to learners to develop their communicative competence, mostly; linguistic, sociolinguistic, discourse and, strategic competence .Furthermore, it helps teachers assess their learners’ competencies innovatively using educational videos, educational games, educational songs, role plays and discussions. Assessing EFL Learners Communicative Competence THROUGH THE MULTIMODALITY APPROACH: A CASE STUDY OF Third-Year EFL Students at the University of Biskra [texte imprimé] / OTHMANE, Meriem, Auteur ; BOUYAKOUB Naima, Auteur . - Université tlemcen, 2021 . - 323 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : It is a timely moment for those involved in education; teachers, learners and stakeholders to flexibly survive with the dynamic change of teaching and learning demands in the 21st century .The current study seeks to research the adequacy of applying the multimodality approach in the classroom -as a new envision- for assessing the learners’ communicative competence. Consequently, we speculated that through the execution of this recommended approach in the classroom, the instructor would have the capacity to assess his learners’ communicative competence most efficiently. To validate this hypothesis both quantitative and qualitative studies are used. The goal of this thesis is to further examine the effectiveness and validity of adopting such approach in the classroom to assess the learners’ communicative competence. This study employed a “Classroom Action Research” design which is composed of four steps (planning, acting, observing and reflecting), it was carried out on Third Year learners in the Department of English at Biskra University during the second term of the academic year 2017-2018. The tools used to reach the settled objectives are pre-test and post-test that were designed and administered before and after the intervention phase, a further tool was questionnaires that EFL teachers and learners were invited to fill in. Adopting the triangulation of the method, an interview with teachers was carried out in the academic year 2018- 2019 in order to gather the needed data about the topic under study. There were two raters to evaluate the learners ’communicative competence; Pair sample t- test was used to analyze the quantitative data and the hypothesis testing was computed using SPS S “Statistical Package for the Social Sciences”. Findings obtained in this research indicate that the multimodality approach can lend a hand to learners to develop their communicative competence, mostly; linguistic, sociolinguistic, discourse and, strategic competence .Furthermore, it helps teachers assess their learners’ competencies innovatively using educational videos, educational games, educational songs, role plays and discussions. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09633 EDOC420-110/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara / TABETI, Soumia
Titre : Assessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara Type de document : texte imprimé Auteurs : TABETI, Soumia, Auteur ; BENMOSTEFA, Nawal, Auteur Editeur : Université tlemcen Année de publication : 2017 Importance : 153 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Langues originales : Anglais (eng) Résumé : This dissertation aims to assess the students' language learning strategy (LLS) use, to
check whether there are significant differences in the students’ LLS use regarding
gender, and to investigate whether there are significant differences in the students LLS
use regarding proficiency levels. The research was conducted with first-year EFL
students at the University of Mascara. A total of 157 students have completed Oxford's
Strategy Inventory for Language Learning (SILL) which was used as the basic
instrument to identify students’ learning strategies and the frequency of use. Then,
three first -year EFL teachers and ten students were interviewed. In addition, the
grades were obtained from the English Department administration to determine the
students' proficiency level. The findings revealed that the overall use of LLS by the
students is medium where meta-cognitive strategies are the most frequently used
strategies and memory strategies are the least frequently used. Additionally, there are
statistically no significant differences between male and female students in the use of
the overall strategies and in the use of the six categories of strategies except in the use
of the affective strategies which has a significant difference in favour of female.
Furthermore, there are statistically significant and positive relationships between the
students’ academic achievement and three language learning strategies categories:
Affective strategies, Cognitive strategies and Meta-cognitive strategies. Moreover the
student’s achievement is explained by two categories of strategies namely: Cognitive
strategies and Meta-cognitive strategies. These findings lead us to conclude that the
use of language learning strategies effect positively students’ achievementAssessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara [texte imprimé] / TABETI, Soumia, Auteur ; BENMOSTEFA, Nawal, Auteur . - Université tlemcen, 2017 . - 153 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng) Langues originales : Anglais (eng)
Résumé : This dissertation aims to assess the students' language learning strategy (LLS) use, to
check whether there are significant differences in the students’ LLS use regarding
gender, and to investigate whether there are significant differences in the students LLS
use regarding proficiency levels. The research was conducted with first-year EFL
students at the University of Mascara. A total of 157 students have completed Oxford's
Strategy Inventory for Language Learning (SILL) which was used as the basic
instrument to identify students’ learning strategies and the frequency of use. Then,
three first -year EFL teachers and ten students were interviewed. In addition, the
grades were obtained from the English Department administration to determine the
students' proficiency level. The findings revealed that the overall use of LLS by the
students is medium where meta-cognitive strategies are the most frequently used
strategies and memory strategies are the least frequently used. Additionally, there are
statistically no significant differences between male and female students in the use of
the overall strategies and in the use of the six categories of strategies except in the use
of the affective strategies which has a significant difference in favour of female.
Furthermore, there are statistically significant and positive relationships between the
students’ academic achievement and three language learning strategies categories:
Affective strategies, Cognitive strategies and Meta-cognitive strategies. Moreover the
student’s achievement is explained by two categories of strategies namely: Cognitive
strategies and Meta-cognitive strategies. These findings lead us to conclude that the
use of language learning strategies effect positively students’ achievementExemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T07982 EMAG420-88/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen / Lansari- Kazi Tani, Wassila Chahrazede
Titre : Assessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen Type de document : texte imprimé Auteurs : Lansari- Kazi Tani, Wassila Chahrazede, Auteur ; Benmoussat, Smail, Auteur Editeur : Université tlemcen Année de publication : 2016 Importance : 205 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : In the field of 21st century education, the Algerian Educational reform is increasingly
focusing the attention on the quality of teaching and the promotion of autonomy in
foreign language teaching. The emphasis is on increasing learner independence
through supportive circumstances provided to learners. This can be achievable only
with implementation of a learner-centered approach mainly the Competency –based
Approach (CBA). This approach aims at linking learning in school with varied
contexts-of-use to make the learning useful and durable. The purpose of the study is
to assess learner autonomy to discover the extent to which EFL Algerian third - year
secondary school students are ready to take charge their own learning and use it
beyond the school walls. Moreover, they should be aware that they could be long-life
learners even without a teacher. To this end, a case study research was conducted
relying on a number of sources and research instruments for data collection. A
questionnaire was designed for third-year secondary school learners, another one for
EFL teachers to collect information about the respondents’ readiness for a change
towards learner-centered classroom, thus a step toward autonomy. As autonomy is an
observable feature, classroom observation is needed as it is a qualitative method for
measuring classroom behaviour with direct observations. The classroom observation
was conducted with three different EFL teachers within different streams to enable
the researcher to compare the different settings. The observations yielded important
information conducive practical implications for the improvement of the teaching
practices and how to foster learner autonomy using the adequate technique and strategies.
Recommendations and suggestions have been recorded accordingly to bridge the gap
between teachers’ beliefs and their learners’ needs to become more independent in their
learning and therefore less dependent on external interference.
VAssessing Learners Autonomy Within The Framework Of CBA: Case Of 3rd Year EFL Learners at El Ouad El Djillali Secondary School- Tlemcen [texte imprimé] / Lansari- Kazi Tani, Wassila Chahrazede, Auteur ; Benmoussat, Smail, Auteur . - Université tlemcen, 2016 . - 205 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : In the field of 21st century education, the Algerian Educational reform is increasingly
focusing the attention on the quality of teaching and the promotion of autonomy in
foreign language teaching. The emphasis is on increasing learner independence
through supportive circumstances provided to learners. This can be achievable only
with implementation of a learner-centered approach mainly the Competency –based
Approach (CBA). This approach aims at linking learning in school with varied
contexts-of-use to make the learning useful and durable. The purpose of the study is
to assess learner autonomy to discover the extent to which EFL Algerian third - year
secondary school students are ready to take charge their own learning and use it
beyond the school walls. Moreover, they should be aware that they could be long-life
learners even without a teacher. To this end, a case study research was conducted
relying on a number of sources and research instruments for data collection. A
questionnaire was designed for third-year secondary school learners, another one for
EFL teachers to collect information about the respondents’ readiness for a change
towards learner-centered classroom, thus a step toward autonomy. As autonomy is an
observable feature, classroom observation is needed as it is a qualitative method for
measuring classroom behaviour with direct observations. The classroom observation
was conducted with three different EFL teachers within different streams to enable
the researcher to compare the different settings. The observations yielded important
information conducive practical implications for the improvement of the teaching
practices and how to foster learner autonomy using the adequate technique and strategies.
Recommendations and suggestions have been recorded accordingly to bridge the gap
between teachers’ beliefs and their learners’ needs to become more independent in their
learning and therefore less dependent on external interference.
VExemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08928 EDOC420-78/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing the Dutch Disease Impact on the Equilibrium Real Exchange Rate's Performance in Algeria 1990-2016 / MÂACHI, Malika
Titre : Assessing the Dutch Disease Impact on the Equilibrium Real Exchange Rate's Performance in Algeria 1990-2016 Type de document : texte imprimé Auteurs : MÂACHI, Malika, Auteur ; Derbal, abd el kader, Auteur Editeur : Université tlemcen Année de publication : 2019 Importance : 250 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : this study aims to examine the Dutch disease theory, and assess its impact on the performance of equilibrium real exchange rate in Algeria over the period of 1990–2016 since it is highly dependent on the oil revenues. To do so, we first provided a literature review of the real exchange rate, Dutch disease and the trade balance, as well as their reality. We proceeded then to perform the Auto-Regressive Distributed Lag model to test our two underlying hypotheses. As expected, our estimates suggest that the performance of the long-run real exchange rate depends, essentially, having significant positive signs, on technological progress (Lprod), government spending (Lgs), capital flows (Lcf), informal employment (Lemp) and terms of trade (Ltot). However, oil rents (Loilrent) and trade openness (Lopen1) are found to be having a significantly negative impact on Lreer, which is not in line with a priori expectations, i.e. the failure to meet the main condition for the Dutch disease presence (Spending Effect). Moreover, the resource movement effect captured by the share of employment in the informal sector cannot be confirmed. Therefore, although the industrial and the agricultural sectors are deteriorating, there is no evidence of Dutch disease in Algeria. Moreover, the short-run elasticities are found to be highly significant. The increase in all variables causes the real exchange rate to appreciate, but the increase in the first lagged variables, Lemp, Ltot, Lcf and Lgs, leads to a real depreciation. Thus, having some symptoms of the Dutch disease does not imply its presence. Finally, by calculating the misalignment degree, we are able to detect thirteen episodes that distinguish between the DZD overvaluation and undervaluation. The former occurred in 1990, 1993 and over the period of 1997–2002, and the latter occurred between 1991-92, 1995-96, 2003-07, in 2009, 2011 and between 2015-16, while the DZD currency was aligned in both 1994 and 2010. Accordingly, the hypotheses are verified and ,thus, the study’s objective is achieved. Assessing the Dutch Disease Impact on the Equilibrium Real Exchange Rate's Performance in Algeria 1990-2016 [texte imprimé] / MÂACHI, Malika, Auteur ; Derbal, abd el kader, Auteur . - Université tlemcen, 2019 . - 250 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : this study aims to examine the Dutch disease theory, and assess its impact on the performance of equilibrium real exchange rate in Algeria over the period of 1990–2016 since it is highly dependent on the oil revenues. To do so, we first provided a literature review of the real exchange rate, Dutch disease and the trade balance, as well as their reality. We proceeded then to perform the Auto-Regressive Distributed Lag model to test our two underlying hypotheses. As expected, our estimates suggest that the performance of the long-run real exchange rate depends, essentially, having significant positive signs, on technological progress (Lprod), government spending (Lgs), capital flows (Lcf), informal employment (Lemp) and terms of trade (Ltot). However, oil rents (Loilrent) and trade openness (Lopen1) are found to be having a significantly negative impact on Lreer, which is not in line with a priori expectations, i.e. the failure to meet the main condition for the Dutch disease presence (Spending Effect). Moreover, the resource movement effect captured by the share of employment in the informal sector cannot be confirmed. Therefore, although the industrial and the agricultural sectors are deteriorating, there is no evidence of Dutch disease in Algeria. Moreover, the short-run elasticities are found to be highly significant. The increase in all variables causes the real exchange rate to appreciate, but the increase in the first lagged variables, Lemp, Ltot, Lcf and Lgs, leads to a real depreciation. Thus, having some symptoms of the Dutch disease does not imply its presence. Finally, by calculating the misalignment degree, we are able to detect thirteen episodes that distinguish between the DZD overvaluation and undervaluation. The former occurred in 1990, 1993 and over the period of 1997–2002, and the latter occurred between 1991-92, 1995-96, 2003-07, in 2009, 2011 and between 2015-16, while the DZD currency was aligned in both 1994 and 2010. Accordingly, the hypotheses are verified and ,thus, the study’s objective is achieved. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09147 EDOC332-03/ 01 Thèse قاعة الأطروحات 332 Économie financière Exclu du prêt Assessing the Intercultural Dimension of Algerian ELT Textbooks: Case of 3rd Year Secondary School Textbook ‘NewProspects’ / BOUAKEL, Toufik
Titre : Assessing the Intercultural Dimension of Algerian ELT Textbooks: Case of 3rd Year Secondary School Textbook ‘NewProspects’ Type de document : texte imprimé Auteurs : BOUAKEL, Toufik, Auteur ; HAMZAOUI, Hafida, Auteur Editeur : Université tlemcen Année de publication : 2017 Importance : 150 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : Educationalists have become recently focused on the intercultural dimension of English language teaching textbooks hard ever before to keep pace with the newly global challenges that make the intercultural understanding one of the primary focuses of education. Based on this evidence, this study came to assess the intercultural load of third year secondary school ELT textbook NewProspects to find out data considering the fact of the students‘ demotivation and poor performace that concern learning culture. Assessing the Intercultural Dimension of Algerian ELT Textbooks: Case of 3rd Year Secondary School Textbook ‘NewProspects’ [texte imprimé] / BOUAKEL, Toufik, Auteur ; HAMZAOUI, Hafida, Auteur . - Université tlemcen, 2017 . - 150 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : Educationalists have become recently focused on the intercultural dimension of English language teaching textbooks hard ever before to keep pace with the newly global challenges that make the intercultural understanding one of the primary focuses of education. Based on this evidence, this study came to assess the intercultural load of third year secondary school ELT textbook NewProspects to find out data considering the fact of the students‘ demotivation and poor performace that concern learning culture. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T09151 EMAG420-95/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt Assessing the Reading Skill within the Competency-Based Approach. The Case of Third Year Pupils in Mohamed Dkhissi Secondary School _Maghnia / BENRAMDANE, Roqiya.
PermalinkAssessing the Writing Skill in an ESP Context / HAMIDOU LACHACHI, Feryal Choukria
PermalinkASSESSMENT OF FORMAL GRAMMAR TEACHING AND TESTING IN AN ESP CONTEXT / Benguerfi, Boubkeur
PermalinkAssessment of Students’ Cultural Awareness in British Literature through Women Writers : the Case of 1st Year Master Students / BENSENANE, Yasmina HASSAINE
PermalinkASSESSMENT OF THE WRITING SKILL AS A PROCESS: CASE OF SECOND-YEAR EFL STUDENTS AT TLEMCEN UNIVERSITY / BENMAAMAR, Karima
PermalinkAttaques sulfatiques externes des matériaux cimentaires : influence de la température / AZIEZ, Mohammed Nadjib
PermalinkAudit comptable et objectifs stratégiques de l'entreprise / BELABDELLI, Abdallah
PermalinkBassin verssant de la haute MEKERRA (NW Algerien):hydrologie ,géochmie et pollution. / hallouche, bachir
PermalinkBilan des actions anthropiques des trois dernières décennies dans la région steppique d’El-Gor et Sidi-Djilali (Ouest algérien); aspects éco-floristiques / BENSENANE, Ibtissem Soumia
PermalinkBilan nutritionnel et Marqueurs du stress oxydatif et de l’inflammation chez les agriculteurs utilisant les pesticides dans la région de TLEMCEN / SABOUR-MADANI, Fatima Zohra
Permalink