Langue Anglaise

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    THE EFFECT OF SOCIAL MEDIA SYMBOLS ON ACADEMIC WRITING SKILL . Case Study: Second Year Studends of English at Elchadli BENDJEDID University
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Nabila TRIDI ; Wafa DAOUDI
    After going through the related literature and dealing with social media symbols and academic writing skill it is clear that the use of social media symbols in academic writing is not supported by many teachers ,they regard the use of this symbols as a harmful tool to unsucessed students and lost their capacity while writing And they are vital for students to use academic writing and practice it in classroom and out side as well. they help students to develop their writing this later confirmed by the results obtained from the analysis of data gathered from students and teachers questionnaire, the main of this study is to show the negative impact of social media symbols on academic writing skill, the result present fall students abilities in addition provides the learners a lot of problems and misunderstanding, Moreover the result of teachers and students analysis questionnaire indicate That EFL students have opportunity to develop their academic writing without social media symbols and this later remain technological invention away from academic writing. At the end we can say that this study open many doors for the researchers to explore about this fiel
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    Exploring the Antecedents of Students’ Boredom in EFL Classes: Teachers’ and Students’ Perspectives A Case Study of Third Year EFL Students at Chadli Bendjedid University –El Tarf-
    (University of Chadli BENDJEDID-EL-Tarf, 2018) Ibtissem MEDELLEL
    L'ennui est l'émotion le plus fréquents d'expérience dans les milieux académique. Il se produit en raison de nombreux facteurs et causes. La présente étude a pour objectif d’explorer les antécédents de l’ennui des étudiants d’anglais de langue étrangère (EFL). Par ce travail, nous supposons, des perspectives des étudiants et des enseignants, que l’ennui des étudiants EFL est en raison de méthodes utilisées, manque de motivation et d’engagement, l’épuisement, discussions monotones, centrage de l'enseignant, ou l’enseignant lui-même. Pour vérifier cette hypothèse, on a appuyé sur la méthode descriptive. Par conséquent, deux questionnaires ont été administrés pour la collecte de données, l'un pour 40 étudiants d'anglais de troisième année inscrits pour l'année universitaire 2018/2019, et le second, destiné aux enseignants d'anglais de l'Université Chadli Bendjedid. Les résultats obtenus à partir du questionnaire des étudiants ont montré que les principaux antécédents d'ennui des étudiants dans les classes d'anglais étaient les approches et techniques d'enseignement utilisées, la médiocre explication de la conférence, la personnalité de l'enseignant, l'environnement de la classe, le manque de possibilité de participer et d'interagir, la routine et discussion monotone. D’autre part, les résultats du questionnaire destiné aux enseignants ont révélé que les étudiants s’ennuyaient en raison de méthodes monotones et répétitives, centrage de l'enseignant, manque de motivation, fatigue. Sur la base de ces résultats, les enseignants ont conseillés de prendre en compte les antécédents de l’ennui des étudiants et d’offrir diverses activités et stratégies pour améliorer leurs motivation et l’engagement الملل هو أحد العواطف السلبية الأكثر تجريبا في الأوساط الأكاديمية. يحدث نتيجة للعديد من العوامل والأسباب. تهدف هذه الدراسة إلى استكشاف السوابق التي وراء ملل طلاب اللغة الأجنبية الانجليزية. من خلال هذا العمل، نفترض أن الملل، من خلال وجهات نظر كل من الطلاب و المعلمين، أن ملل طلاب اللغة الأنجليزية راجع إلى المنهجيات المستخدمة، نقص التحفيز و الارتباط، التعب، المناقشات الرتيبة، تركز المعلم، أو المعلم في حد ذاته. للتحقق من هذه الفرضيات، اعتمد طالب سنة ثالثة أنجليزية 40الباحث على المنهجية الوصفية. بالتالي، تم إدارة استبيانين لجمع البيانات، احدهما موجه إلى و الثاني موجه إلى معلمي اللغة الأنجليزية كلغة أجنبية في جامعة الشاذلي بن 2019/2018المسجلين بالموسم الجامعي جديد. أظهرت النتائج التي تم الحصول عليها من استبيان الطلاب أن السوابق الرئيسية لملل الطلاب في فصول اللغة الأنجليزية هي مناهيج التدريس و التقنيات المستخدمة، سوء شرح الدرس، شخصية المعلم، بيئة القسم، التوقيت، قلة فرص كشفت نتائج استبيان المعلمين أن الطلاب يشعرون ، المشاركة و التفاعل، الروتين، و رتابة المناقشة. من ناحية أخرى . والإرهاق والتعب ، نقص الحافز ، تركز المعلم ، بالملل بسبب رتابة و تكرار المنهجية نصحُ ، بناء على هذه النتائج ي وتوفير أنشطة واستراتيجيات متنوعة لتحسين حافزو المشاركة ، المعلمون بأخذ سوابق الملل لدى الطلاب بعين الإعتبار لدى الطلاب.
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    Bridging the Gap between Theory and Practice: An attempt to Boost Creativity in EFL classroom The case of Algerian EFL Secondary School Teachers in the Region of Skikda
    (University of Chadli BENDJEDID-EL-Tarf, 2019) BOUTEINA Nakib
    The central issue addressed in this study is the place creative practice hold in EFL classroom. More specifically, a questionnaire and interviews were designed to investigate teachers practice for creative and critical thinking strategies regarding their importance in bridging the theory practice gap in EFL teaching. The obtained results revealed that teachers implement creativity in their teaching. Most of them reacted positively to the importance creative teaching has in relation to the process of teaching and learning. This study enabled us to draw significant conclusions regarding the creative teaching skills in the Algerian secondary schools. To this regard, a great work is still to be done to make the implementation of creative environment as fruitful as expected and to make the conditions for better education more favorable. The finding revealed that the implementation of well creative and critical thinking needs creative teachers who are required to widen their knowledge about creativity and how to be a creative person. It is surely that classroom practice is very important to creative teachers because teaching requires both proficiency and creativity. Unlike the tradition method where it was expected from teachers to be the central of their own teaching neglecting creativity. If we consider our self to be one of those who hold this opinion, our work has been a modest attempt to prove it. Yet, in the field of education and scientific research the reader remains the best judge. This research hoped to give a clearer view on how creativity employed all in all in EFL teaching. The importance of creative practice that has been stressed by the teachers and inspectors help progressive education to manage more practice in nearly future and to expand creativity to every teaching and learning classroom.
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    The Role of Self-Confidence in Enhancing EFL Learners’ Speaking Skill: Case of First Year Students at Tlemcen University
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Fatima Zohra BAGHDAD
    Psychological factors play an important role in a learner’s success in learning and using a foreign language. Thus, this study focuses on the role of self-confidence and its importance in improving students’ speaking skill. The participants were six (6) EFL teachers and thirty (30) EFL students from Tlemcen University. Two questionnaires were used to collect data; one was addressed to first year students and the other to the teachers of oral production. The data collected were analyzed qualitatively and quantitatively. The results revealed that most of the EFL students want to master the speaking skill. Self-confidence can help them to achieve this. The study concluded with some suggestions and recommendations in order to help students, particularly the less confident ones to promote their self-confidence and the speaking skill.
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    EXPLORING THE EFFECTS OF WATCHING AMERICAN TV SERIES ON VOCABULARY USE IN CLASSROOMS: EFL STUDENTS’ PERCEPTIONS AND TEACHERS’ PERSPECTIVES. CASE STUDY: SECOND YEAR EFL STUDENTS AT CHADLI BENDJEDID UNIVERSITY.
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Abderrahmane Tahenti
    The present study scouts about the effects of watching American TV series on vocabulary use in EFL classrooms. It seeks to verify the suggested hypotheses on second year EFL students’ perceptions and EFL teachers’ perspectives toward the issue at Chadli Bendjedid University. The study followed a quantitative descriptive method in analysing the data gathered from the administered questionnaires for both EFL students and teachers at the above mentioned university during the academic year 2018/2019. The obtained results from the gathered data give clear image about watching American TV series. It is demonstrated that EFL students have negative vocabulary outcomes concerning their awareness about formal and informal use of vocabulary inside the classroom. In addition, the findings showed that teachers are against that American TV series involving in enriching EL vocabulary or in learning in general. While a minority reported that students need guidance to extract what is only good for their sake and by following some instructions that will fulfil their objectives. When seeing students’, who are more aware of the matter, questionnaires, we can see that their amount of watching these series is fewer than the other group of students. Moreover, their external activities are embodied in reading, listening to audiobooks which is a better way to enrich vocabulary. Compared to the opposite group of students, who depend on subtitles and sit most of their times in front of TV, the gap is very huge between the two groups. And it is understood that everything is related to each other, the more you watch, with subtitles, wasting time on chat and music, with no contact with books nor academic stuff, the unaware you ,will become and vice versa. . This study was limited to second year EFL students at Chadli Bendjedid University, and it would be more practical to explore this subject area with larger population and to broaden it to see the effects of books and series or movies working together to provide and prepare a rich quality of students, not wealthy with rich but rich with knowledge.
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    Teaching EFL Pronunciation in Algerian Middle Schools: Teachers’ Perceptions and Classroom Practices Case Study of EFL Middle School Teachers in El-Kal
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Farah Berrak
    The principal goal of our research is to investigate EFL middle school teachers’ perceptions and their instruction approaches regarding teaching English pronunciation. For this aim, we have put forward two hypotheses to be tested: EFL teachers have positive perceptions and attitudes regarding TP to MS pupils. For this reason, they do incorporate different approaches and methods to practise language pronunciation in class. The present study was composed of four chapters. The first chapter was the theoretical part, while the last three chapters were the practical part of the study. In this research, the data were collected by means of a self-completion questionnaire and a classroom observation. The observation results were used to support and complement the questionnaire’s results. The results obtained revealed that EFL middle school teachers have positive attitudes regarding TP. Yet, when it comes to their teaching practices, they often used the traditional methods to practise EP. Also, there are some aspects that negatively affect their teaching or practicing pronunciation such as: the lack of training, the insufficient time allotted to teach English language, the lack of technology, and the inappropriate curriculum. Last but not least, the researcher proposed some recommendations for both the educational system and teachers in order to raise their awareness about the importance of TP in MS. Yet, further studies incorporating a similar design and a larger size of data and respondents are needed in order to verify the conclusions we have advanced here.
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    Enhancing EFL Learners’ Oral Proficiency Through Teachers’ Positive Feedback Case Study: First Year EFL Students’ at Chadli Ben Djedid University El-Tarf
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Sameh AMER MEDJAN ; Moufida BAHR
    This study aims at investigating the importance of teachers' positive feedback in enhancing students’ oral proficiency. We hypothesized that teachers' positive feedback develops learners’ oral performances. Thus, we conducted this research with 30 first year students of English as a foreign language (EFL) at Chadli Ben Djedid University EL_ Tarf and nine(09) teachers from the same university. We administered two questionnaires for both teachers and students to gather the required data through descriptive research method for this study. Therefore, the results collected from those questionnaires showed that using teachers' positive feedback fosters learners' disposition to perform orally in front of audience and overcome the difficulties that affect their oral production such as: Anxiety, shyness, mother tongue use.... etc. It is recommended that teachers could provide students with the appropriate feedback to guide, correct and motivate them for promoting better oral productions throughout their learning process.
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    Investigating challenges encountered by Secondary School teachers while teaching Paragraph Writing A case study of third year pupils of foreign languages classes at Marzoug Cherif, Bouraoui Laaridi Sadek, Ayadi Ali secondary schools in EL TAREF.
    (University of Chadli BENDJEDID-EL-Tarf, 2019) Guessab Bouchra ; Nakech Hadjer
    The objective of this current study is to investigate the challenges encountered by secondary school teachers at Merzoug Cherif, Bouraou Laaridi Sadek, and Ayadi Ali secondary schools in EL-TAREF while teaching (PW) for third year pupils of Foreign Languages classes. It aims at to finding out the different challenges teachers face and the solutions they apply to overcome these obstacles and enhance pupils’ writing proficiency. To test the research hypotheses, a descriptive method is adopted as the most appropriate method to carry out the study. Two questionnaires were administrated to both secondary school teachers and pupils at Marzoug Cherife, Bouraoui Laaridi Sadek in EL-TAREF, and Ayadi Ali in Boutelja EL-TAREF during the academic year (2018/2019). The research is composed of four (4) chapters: chapter one covered the literature review related to writing skill and paragraph writing. The second chapter dealt with the situation analyses and research design. Third chapter tackled the analyses of data gathered from pupils’ and teachers’ questionnaire. The fourth chapter dealt with the discussion of research finding and recommendations. Through the current study our hypotheses are validated and our research questions improved that secondary school teachers face serious challenges while teaching (PW) for third year pupils of Foreign Languages classes which hinder the process of teaching writing skill and paragraph writing effectively these challenges are: pupils’ lack of motivation, low level, lack of vocabularies, poor background, and pupils L1 interference as well as the lack of time devoted to teach writing skill and the inefficiency of the textbook which sets only situation that do not feed pupils’ level and interests. The result revealed that these challenges are the result of difficulties pupils face while writing such as: lack of vocabularies and background, the wrong use of verb tense, prepositions, and punctuation marks. To overcome General Conclusion 86 these challenges teachers applied effective solutions that helped in enhancing pupils writing proficiency. Teachers suggested that more time should be devoted to teach writing skill and paragraph writing by planning (TD) sessions, topics must have a relation with pupils’ real life situations, asking pupils to write a summary of the lesson at the end of the session or a summary of story as a home work so that pupils’ get more familiar with the writing skill, organize the writing lesson in motivating and entertaining way like videos, visual aids, group work to motivate pupils to participate and write an effective piece of writing, provide pupils with layout of paragraph, hints, and examples to write and guide them to be interested in writing, finally encourage pupils to read more because reading consider the best solution to enhance and develop pupils writing proficiency. After the application of these solutions teachers strongly agree that pupils writing proficiency developed and pupils become able to produce a successful piece of writing which is clear and understood to the reader.
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    The Meta-cognitive Strategies Used by EFL Students, and Their Influence on Speaking Skill Development Case Study: Third Year EFL Students at Chadli Ben-Djedid University
    (University of Chadli Ben-Djdid, 2019) Ati khaoula
    The main focus of this study is on speaking skill development through the use of meta-cognitive strategies. Nevertheless, the lack of research on the impact of these strategies on EFL learners’ speaking skill is noticed compared to the other skills. To bridge this gap, this study attempts : (1) to demonstrate the relationship between the meta-cognitive strategies’ use and speaking skill development and (2) to find out whether third year EFL students use meta-cognitive strategies and which type they use the most in their oral production. Thirty copies of questionnaire were distributed to third-year EFL students at the university of Chadli Ben-Djedid, El Tarf. Moreover, a semi- structured interview was also conducted with three teachers of oral expression to support the questionnaire’s results. The findings revealed that the participants use these strategies in their speaking and the most frequently used one is the planning strategy. Moreover, the findings from both the questionnaire and the interview also revealed that there is a positive relationship between the speaking development and the use of these strategies. Finally, some recommendations and suggestions were proposed to EFL teachers and students in order to raise their awareness to the critical role of these strategies in the learning process.
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    An Analysis of Medical Students Needs for English Language Case of 6th and 7th years in Annaba University
    (University of Chadli BENDJEDID-EL-Tarf, 2020) Abidat Aref
    In the last chapter, the research questions were discussed. Students‟ learning demands for medical topics and extra material, relationship between medical topics and vocabulary, and the highlight on the four major skills are all accordant with previous literature and other studies. Suggestions and recommendations for future research were provided. An Analysis of Medical Students Needs for English Language
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    Techniques in Teaching Reading in EFLfor Children With Down Syndrome Case Study : Children with Down Syndrome at Bousaada Pedagogical Institute for Children with Intellectual Disabilities
    (University of Chadli BENDJEDID El-Tarf, 2020) Bochra Betiti ; Boumahni Sidali
    This chapter dealt with presenting the importance of the findings of this study as it tackeled a sensitive and special case that combines neurolinguistics , psychology and didactics. The techniques and the activities were used are disighned by professional researchers in this field in the hope of inspiring other researchers to put this subject under the spotlight and do further studies . However this research encountered some limitations mainly regarding the search of a participant and to convince the caregiver to do the sessions online , it was difficult to find someone ready to sacrifice his time and confort with no personal gain. As well as the limitted number of sessions and the Continuous discontinuation of lessons caused Lethargy the reason why the participant did not want to complete the worksheets . This research provided a set of seggestions on how to teach children with DS to acquire a 2L in order to pave the way for further studies .
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    Boosting Students’ Oral Performance via the Utilisation of Positive Self-talk The Case of Second Year Students at the Department of English, Chadli Ben Djedid University
    (Chadli Ben Djedid University, 2020) Ghada ZAIMI ; Nawel MERABET
    Throughout the made-up analysis from the data gathered from the questionnaires (teachers and students), it has become clear enough that positive self-talk plays an important role in bolstering the speaking skill. Therefore, students are required to adopt positive self-talk as a cognitive strategy to foster their academic performance in general and their speaking proficiency in particular. Additionally, it is noteworthy from the results that the students believe that using some self management strategies as positive self-talk (PST) is a key to be successful. The results also show the importance of adopting PST strategy during the process of speaking. Consequently, the present research’s hypothesis has been ensured about the functional impact of using PST strategy to enhance student’s speaking skill. تهدف هذه الدراسة إلى معرفة مدى تأثير إستراتيجية الحديث الايجاب ي الذاتي في تعزيز الكفاءة الشفهية للطلبة. تم افتراض أن استعمال إستراتيجية الحديث الايجابي الذاتي من طرف الطلبة من شأنه أن يعزز و يطور قدراتهم الشفهية. حيث اجري هذا البحث مع 31 طالبا من طلاب السنة الثانية للغة الانجليزية كلغة أجنبية في جامعة الشاذلي بن جديد الطارف و 09 أساتذة من نفس الجامعة. كما تم تقديم استبيانين لكل من الأساتذة و الطلاب لجمع البيانات المطلوبة من خلال طريقة البحث الوصفي لهذه الدراسة. وقد أظهرت النتائج التي تم جمعها من هذين الاستبيانين أن استخدام إستراتيجية الحديث الايجابي الذاتي تعزز كفاءة الطلاب في الأداء الشفهي أمام الحضور و التغلب على الصعوبات التي تعيق أدائهم الشفهي مثل: القلق، الخجل، استخدام اللغة الأم... الخ. يوصى الأساتذة بتحفيز طلابهم على استعمال الحديث الايجابي الذاتي بهدف مساعدتهم على استبدال الأفكار السلبية إلى أفكار ايجابية، والتي بدورها تحفزهم لأداء شفهي أفضل خلال عملية تعلمهم.
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    EFL Teachers’ Use of Humor to Increase Students’ Motivation and Understanding
    (University of Chadli Bendjedid – El Tarf, 2020) Amani Benchana ; Souaki Abir
    In this chapter, a conclusion was drawn from the discussion of the results. Besides some implications were presented. Based on the implications and conclusion, a set of recommendations and pedagogical suggestions were provided by the researchers to pave the way for a successful implementation of humor in order to provide a positive, motivating, understandable learning environment at classrooms at chadli Bendjedid University
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    Exploring EFL Students’ Attitudes towards the Teaching and Learning of Civilization. Case Study of Second Year EFL Students at the University of Chadli Benjdid, ElTarf
    (University of Chadli Bendjedid – El Tarf, 2020) ABADA Hanine ; ZOUAOUI Laiche Khawla
    In this chapter, the researcher discussed the hypotheses in relation to the results of the study. The first research question aimed at exploring students’ attitudes towards the civilization course and the historical content they receive. From the obtained results, it was detected that the majority of them do not like the content they receive because it does not reflect their interest and it is taught in dull way. Teachers’ perceptions were obtained through a questionnaire distributed specifically to all the civilization teachers at the English department. The findings collected from the later asserted that students are not aware about the significance of this course. Furthermore, the second question of this study intended to know 66 the extent to which the techniques and materials used to teach this course are successful to students. The obtained results are negative as well, and it comes with a set of multiple constraints faced by the target teachers in EFL classrooms. The presented pedagogical implications of the research attempt to raise awareness towards the significance of teaching civilization in EFL classes. Besides, a set of recommendations and suggestions for further researches concerning the same subject of the study are highlighted.
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    Investigating the Effects of Schemata Activation Methods on Developing EFL Students’ Speaking Performance
    (University of ChadliBendjedid – El Tarf, 2020) SoumiaAllaoui ; Nadine Ati
    This research was composed to shed light on the concept of schema theory at Chadli Ben Djedid University. It reveals the teachers’ perception of schema and explores the incorporation of its methods in oral classes. It also investigates EFL students’ schemata activation and to allow them to employ their prior knowledge and make use of it to the fullest by establishing schema theory at ChadliBendjedid University. This study investigated whether implementing the schema methods improved EFL students’ speaking performance or not. Thus, this research opted for a questionnaire for teachers and a questionnaire for students to discover their perception of schema in speaking. The research data for both questionnaires were quantitatively analyzed, and the findings demonstrated that both students and teachers admit the importance of schemata methods in boosting the students’ speaking performance, the students’ speaking performance strongly improved which was apparent in the high agreement of the participants on the use of oral stories and pictures as a teaching method. The implementation of the schema method proved that it is a strong technique to improve EFL students’ speaking performance. This research provided useful recommendations and pedagogical suggestions in order to cover the way for a successful schema activation technique at ChadliBendjedid University. And make the oral classes more dynamic and active and make use of the previous and cultural knowledge that form effective and better speakers. With regard to ChadliBendjedid EFL teachers and students’ perception and attitude towards Schemata activation, further research may be conducted to explore their perceptions towards the schema theory.
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    Probing the Obstacles Students Face While Writing The case of third year EFL Students at Chadli Bendjedid University
    (University of Chadli Ben Djedid El Tarf, 2020) Inesse Bouhara ; Imén Bouhafs ; Afaf Achari
    The aim of this research is to investigate the main obstacles that EFL students face while asked to make a writing production at Chadli Bendjedid University. Hence, we worked with 30 out of 89 third year students as a sample for investigation. We gave them a series of questions ‘’ the questionnaire’’ in order to track the problems and difficulties in learning the writing skill and to find solutions to overcome this issue. The research data were quantitatively and qualitatively analyzed; the results showed that third year students still really face obstacles in their writing ability. We detected the major factors behind Chadli Bendjedid EFL students ‘poor writing production. They are related to both; teachers : as the lack of an appropriate approach to teach writing, the absence of teache r motivation etc, and students lack of reading, lack of self-motivation and lack of practice. This research provided a set of recommendations and pedagogical suggestions in order to handle the situation and to find solutions to overcome the obstacles that hinder the students from writing correctly. We tried to find ways that could at least minimize these difficulties; i.e., the teacher would adapt an appropriate approach, suitable technique, and good strategies to help students produce correct and healthy pieces of writing, and the students should work on improving their writing skill by practicing more, and read more and more. Hence, this topic under study tackled this issue in this manner, yet it could be handled from other perspectives in future researches.
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    The Impact of Reading Comic Strips on Enhancing EFL Students' Intercultural Communicative Competence (ICC)
    (University of Chadli Bendjedid-eltarf, 2020) Hamaizi Nada Elyassmin ; Bouzergui Ayoub
    The current study is interested in the issue of teaching the Intercultural Communicative Competence (ICC), and integrating the teaching of culture in the University of Chadli Bendjdid, EFL classrooms using comic strips as a type of graphic narratives. As a matter of fact, many researches already exist concerning the importance of teaching culture and implementing it in the EFL courses in order to build students‟ Intercultural Communication (IC) skills. Neither teachers nor students can deny the significant relationship that relates language to culture and communication; however, they seem to be ignoring this fact by focusing on teaching the language as an end forgetting to focus on its actual goal which is IC. Thus, a quasi-experiment was conducted with 35 first year EFL students of Chadli Benjdid University. They had a pre-test, treatment using comics, then a post test. Other data collection tool as used which is the questionnaire. It was addressed to 59 first year EFL students. These tools were advocated to collect the needed data in order to answer the research questions” does reading comics help enhancing students‟ICC? “, and “what is students‟ perception towards using comics as a didactic tool?” The data of the pre/post test were quantitatively analysed, and the findings showed that the students‟ level of ICC was enhanced after being exposed to comics. The students‟ knowledge, attitude, skill, and awareness were remarkably improved. The data of the questionnaire was also analysed in a quantitative way; the findings revealed that students show a positive perception towards comics, and most of them believe that they can be a good didactic support to teach ICC. Consequently, these findings answered the research questions by validating the hypothesis. Comics can be used as effective tool to teach culture to EFL students since they showed a big interest in using this creative artistic literacy. The last part of the research mentioned a set of implementations to students, teachers, syllabus designers, and policy makers in order to make the needed changes in order to facilitate the process of learning and mastering the intercultural communicative competence skills for EFL students in Chadli Bendjdid University. Standing on the findings of this study, some researchable points were mentioned as recommendations for further researches to pave the way towards making the University a place where students are allowed to enjoy learning the needed knowledge of intercultural communication.
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    The obstacles that students face while they write in English Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree Master
    (UNIVERSITÉ CHADLI BENDJEDID D’EL-TARF, 2020) Hadef Nadjela ; Khennouchi Nafissa
    One of the most important inventions in human history is writing which is an essential part of the communication process in any language; it allows sharing our communication with future generations. Writing occupies a centre stage at the university level and knowing how to write effectively is one of the abilities that language learners need to develop .EFL teachers want their students to write correctly and in appropriate manner because writing skill is essential to academic success and a requirement for many occupations and professions. Many students face difficulties to reach a satisfactory level in writing and communicating their ideas in a coherent and organized manner. The dissertation has investigated the difficulties of the writing skill of EFL second year students at the department of English in Chadli BenDjedid University, El Taref. In addition, the study also attempted to explore solutions that can help students overcome writing difficulties and enhance students’ writing ability. This study has comprised a general introduction and four main chapters. The general introduction gave an overview about the study and introduces the plan and the main steps to conduct the study. The first chapter is the literature review which is the theoretical part of the study; and it has been divided into three sections. The first section of chapter one is an overview on the writing skill. The second section is teaching writing; and the third section is writing difficulties. The second chapter is research design and methodology which introduced the used techniques in conducting this study. Chapter three was devoted to the practical part of the study, it contained two questionnaires one for students, and the other for the teacher. Also, it provided the analysis of the questionnaire and the results of the study. Most of the answers given by the teachers and students showed that the majority of the students have difficulties in writing in English. The fourth chapter is devoted to implications and recommendations and we gave some suggestions to teachers and students that can be beneficial to improve the writing skill. Finally, we hope that this work can be beneficial for teachers to improve their ways in teaching and for teacher to improve their writing skill. It should be noted that the obtained results are not generalized and further research is needed concerning the topic of students’
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    The Effect of the Reflective Thinking Mental Activity on EFL Pupils’Written Production Case Study:3rd Year Scientific Baccalaureate Pupils at Bouraoui Laaridi Sadik Secondary School -El Tar
    (University of Chadli Bendjedid El- Tarf, 2020) Nadia Atallah
    The writing skill is a complex skill and it was a difficult task for third year scientific stream pupils (baccalaureate level) at Bouraoui Laaridi Sadik Secondary School. Because the writtenproduction was neglected and taught with specific skills and techniques, it was difficult toattain and keep them in standstill situation. The results of the study confirmed that the reflective thinking mental activity enhanced the pupils‟ written production level. Therefore,the reflective thinking mental activity was the way for enhancing the pupils‟ written production in Bouraoui Laaridi Sadik Secondary School with an entertaining way. On the whole, this chapter has pointedly explicated the obtained findings from both the pre-and posttests which highly and successfully assured our hypotheses and answered our researchquestions. Also, this chapter presents the implication, and the limitations that confronted theresearcher align with highlighted recommendation for future practices
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    Exploring The Implementation of Teachers’ Pedagogical Content Knowledge within EFL Classes Case Study: Teachers of English at Chadli Bendjedid University
    (University of Chadli Bendjedid – El Tarf, 2020) Salhi Maroua
    Overall, it may be said that this chapter has thoroughly interpreted the gathered results from the teachers’ questionnaire in which resulted in confirming our suggested hypothesis and answering our research questions. Moreover, it also covers the limitations that defied this work Implementation of PCK Within EFL Classes and suggested recommendations to be explored for future research. In point of fact, the whole chapter revolves around the expounding of the findings.