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ItemTHE TEACHER’S ORAL CORRECTIVE FEEDBACK AS A KEY TECHNIQUE IN REDUCING STUDENTS’ FOSSILIZATION CASE STUDY: FIRST YEAR LMD STUDENTS OF ENGLISH AT CHADLI BENDJEDID-EL TARF UNIVERSITY(جامعة الشاذلي بن جديد-الطارف, 2016)Corrective feedback becomes one of the most dominant debatable issues in second or foreign language learning. Scholars have raised several studies to examine the usability of the different strategies that fit the students‟ needs and teacher‟s goals that the instructor may follow in providing corrective feedback to enhance their students‟ oral performance inside the classroom setting. The objective of this study is to investigate whether the employment of these different strategies with first year foreign language (EFL) students (LMD) at the University of ChadliBendjedid, El–Tarf plays an effective role in preventing the students‟ errors from getting fossilized and correct their errors if they have been already fossilized. Accordingly, help them to mark a progress in their oral performance to be accurate and fluent speaker not only inside the classroom but rather in different contexts. Oral corrective feedback that is provided by the teacher upon students‟ errors while performing oralactivities reduces students‟ fossilization. Accordingly students will achieve accuracy and fluency and therefore developing their oral skills. After carrying out this study, the effectivity and usability of teacher‟s oral corrective feedback have been shown; it raises students‟ awareness to errors and reduces them.
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ItemThe Effect of Anxiety on Speaking Fluency in Oral Sessions Case Study: OF First Year LMD Students at Chadli Bendjedid University El-Tarf(University of Chadli BENDJEDID-EL-Tarf, 2021)The present study aims to investigate the effects of anxiety on EFL students in oral sessions at the University of Chadli Ben Djedid El Tarf, its existence and influence. A questionnaire was administrated to a sample of thirty four students of first year LMD at the department of English during the academic year 2020-2021, the research focuses on the main sources of students’ speaking anxiety in oral performance and its impact on them. Moreover to discover students’ and teachers’ techniques to decrease anxiety .Study results showed that the majority of learners are affected by anxiety in oral presentation, it also revealed that the rise of motivation and encouragement help very well in reducing learners’ stress. The study also provides some recommendations for teachers and students to deal with speech anxiety in the classroom.
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ItemThe Positive effects of negative emotions on students’ learning process(جامعة الشاذلي بن جديد-الطارف, 2021)Being emotional is part of being human and it is rather impossible to detach our emotions, either negative or positive ones, from anything we do. Negative emotions are known for their unpleasantness, yet, they are not entirely bad. This study aims to investigate how students manage their negative emotions whilst learning. Additionally, it describes students’ and teachers’ view point about these unpleasant feelings. In order to accomplish the stated purpose, a descriptive research was conducted with a combination of both qualitative and quantitative methods. The data have been gathered from 66 participants, all were from different ages, genders, study levels, and disciplines, reported that negative emotions had a stimulating urge of motivation for them in many cases. They are unpleasant and challenging, yet, not detrimental for learning once one sets his/ her mind to it. Moreover, it was concluded that not everyone cares about making use of negative feeling كون الإنسان عاطفيًا هو جزء من كونه إنسانًا ومن الصعب إلى حد ما فصل مشاعرنا، سواء كانت سلبية أو إيجابية، عن أي شيء نقوم به. تُعرف المشاعر السلبية بعدم ارتياحها، ومع ذلك، فهي ليست سيئة بالكامل. تهدف هذه الدراسة إلى دراسة كيفية إدارة الطلاب لمشاعرهم السلبية أثناء التعلم. بالإضافة إلى ذلك، تصف وجهة نظر الطلاب والمعلمين حول هذه المشاعر المزعجة. من أجل تحقيق الهدف المذكور، تم إجراء بحث وصفي باستخدام مزيج من الطرق النوعية والكمية. تم جمع البيانات من 66 مشاركًا، من مختلف الأعمار والأجناس والمستويات الدراسية والتخصصات، وأفادوا أن المشاعر السلبية كانت لديها دافع محفِّز لهم في العديد من الحالات. فهي مزعجة وتحديًا، ومع ذلك، ليست ضارة بالتعلم إذا ما وضع المرء عقله على ذلك. علاوة على ذلك، تم التوصل إلى أن ليس كل شخص يهتم بالاستفادة من المشاعر السلبية.
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ItemTracking EFL Teachers’ and Students’ Perceptions towards Pronunciation Teaching in Classrooms A Case Study of First Year EFL Students at Chadli Bendjedid University –El Tarf-(جامعة الشاذلي بن جديد-الطارف, 2021)Pronunciation is seen as an integral part for English as foreign language (EFL) learners since acquiring and mastering correct pronunciation would highly affect the level of fluency and boosting speaking skills in general. The present study is conducted to track EFL students’ attitudes and teachers’ perceptions towards pronunciation teaching in classrooms at Chadli Bendjedid University. In order to get reliable answers to the put forward research questions, the researcher relied on the descriptive method. Hence, two questionnaires were served as a foundation for gathering the data. The first was submitted to 40 first-year LMD students who were enrolled in the academic year of 2020/2021, while the second one was directed to eight teachers of English at the University of Chadli Bendjedid El Tarf. The results obtained from students’ questionnaire showed that practicing pronunciation in class and in front of the teacher is very beneficial for the majority of students since it allows them to learn some basic pronunciation skills, and the teacher's correction of pronunciation is also very significant. Similarly, the results gathered from of the teachers’ questionnaire revealed that teaching pronunciation is necessary in the class, but there are many reasons that prevent teachers from paying attention to pronunciation because they do not have enough time to do that. Also, teachers cannot focus on correcting every wrong word for most students, because this will impede the course flow. Based on the discussed findings, some recommendations were provided to both students and teachers in order to best practicing pronunciation in classrooms.
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ItemE-learning versus Classroom Learning: EFL Teachers’ Perceptions and Students’ Attitudes A Case Study of Third Year EFL Students at Chadli Bendjedid University –El Tarf-(جامعة الشاذلي بن جديد-الطارف, 2021)The term e-learning refers broadly to any complementary education generally related to learning/teaching by means of computer and the Internet. By using different electronic devices, learning can be supportive in terms of information transmission and inter-communication practices. As Covid-19 has brought about changes to the education landscape all over the world, e-learning and exclusive online learning became proliferated by necessity, raising questions about the differences and challenges that might fetch to the teaching/learning ground and especially if compared to the traditional classroom learning. In this dissertation, the research was carried out in the English Department at Chadli Bendjedid, El-Tarf University for the sake of highlighting teachers and students perceptions on e-learning and classroom learning. Hence, to confirm or reject the hypotheses made, the researcher relied on a descriptive method in which two questionnaires were employed for the data collection; one was submitted to 30 English as a Foreign Language (EFL) third-year students enrolled in the 2020\/2021 academic year, and the other one was administered to10 EFL teachers from the same university. The results obtained from the gathered data showed that students had an unenthusiastic attitude towards e-learning compared to learning in the classroom, and they confessed that the combination of online learning and classroom learning was their preferred mode of education. For teachers, the results showed that they had a positive attitude towards the two modes, and believed that each method has its role and advantages in the development of students' learning process. Some recommendations were provided for teachers and students to help them boost teaching/learning practices in traditional and online education. يشير مصطلح التعلم الإلكتروني بشكل عام إلى أي تعليم تكميلي يتعلق عمومًا بالتعلم/التدريس عبر الكمبيوتر والإنترنت. من خلال استخدام أجهزة إلكترونية مختلفة، يمكن أن يكون التعلم داعمًا من حيث نقل المعلومات وممارسات التواصل المتبادل. نظرًا لأن جائحة كوفيد-19 أحدثت تغييرات في مشهد التعليم في جميع أنحاء العالم، أصبح التعلم الإلكتروني والتعليم عبر الإنترنت الحصري متفشيًا بالضرورة، مما أثار تساؤلات حول الاختلافات والتحديات التي قد تواجه مجال التدريس/التعلم، وخاصة عند مقارنته بالتعلم في الفصول التقليدية. في هذه الرسالة، أجري البحث في قسم اللغة الإنجليزية بجامعة الشاذلي بن جديد، الطارف، بهدف تسليط الضوء على تصورات المعلمين والطلاب حول التعلم الإلكتروني والتعلم داخل الفصل. ومن أجل تأكيد أو رفض الفرضيات الموضوعة، اعتمد الباحث على أسلوب وصفي تم فيه استخدام استبيانين لجمع البيانات؛ وكان أحدهماتم تقديم استبيان لـ 30 طالبًا في السنة الثالثة لتعلم اللغة الإنجليزية كلغة أجنبية (EFL) الملتحقين بالعام الدراسي 2020/2021، وتم تقديم استبيان آخر لـ 10 معلمين لتعلم اللغة الإنجليزية كلغة أجنبية من نفس الجامعة. أظهرت النتائج المستخلصة من البيانات المجموعة أن الطلاب كانوا غير متحمسين تجاه التعلم الإلكتروني مقارنة بالتعلم في الفصل الدراسي، واعترفوا بأن الجمع بين التعلم عبر الإنترنت والتعلم في الفصل الدراسي هو نمط التعليم المفضل لديهم. أما بالنسبة للمعلمين، فقد أظهرت النتائج أنهم يمتلكون موقفًا إيجابيًا تجاه طريقتي التعليم، ويعتقدون أن لكل طريقة دورها ومزاياها في تطوير عملية تعلم الطلاب. وتم تقديم بعض التوصيات للمعلمين والطلاب لمساعدتهم على تعزيز ممارسات التعليم/التعلم في التعليم التقليدي وعبر الإنترنت.