Thèse de Doctorat

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Submitted in Requirement for the Degree of “Doct3orat En-Science” in Applied Linguistics. Doctorat thesis, (2019) Université de Batna 2.
(University of Batna 2, 1/21/2019) DAIRA Salah
The purpose of this thesis is to present a stylistic analysis and description of the symbolic use of nature in the representation of characters in Emily Brontë's "Wuthering Heights" and Charlotte Brontë's "Jane Eyre." Jane Eyre (1848) and Wuthering Heights (1847) are some of the well-known classic novels from the Victorian Age in the 19th century. Another purpose of the study is to compare the two novels basing on the symbolic use of nature in character representation as well as a comparison of the style and stylistic elements. Also, a comparison of the literary structure of the two novels and the plot is presented. The study takes a literary stylistic approach; hence, a theoretical framework for this study is based on the Systematic Linguistic Function theory (SFL). Besides, the thesis is descriptive and explorative in nature; therefore a qualitative research design is adopted for the study. The primary method of the analysis is through stylistic approach where the different elements of style and stylistics in the novels are analyzed and compared. One of the key findings of the study shows that Charlotte and Emily Brontë used the elements of nature such as storms, wind, moorlands, and fire to represent the attitudes, feelings as well as the events that transpire throughout the novels.
Improving Students’ Achievement In Academic Writing Through Homework Case Study: First Year LMD Students of English Language at Batna University. Doctorat thesis,(2020) Université de Batna 2.
(University of Batna 2, 1/27/2021) ZIDANI Soraya
Most first year EFL students find difficulties to master most components of academic writing skill and to produce correct papers. Althougha myriad of studies hasaddressed their poor performance in writing skill, teachers are still suffering to develop students’ academic writing and to raise their understanding of the importance of processing academic essay writing. To do so, additional practice and time are required to be integrated in foreign language (FL) classes of BatnaUniversity. Instead, homework assignments display its practical application that can develop academic writing in terms of practicing English writing. The present thesis is administered to investigate the effects of integrating this instructional activity into FL classes of writing. It further tries to give a clear picture about its effects on the five components of essay academic writing: content, organization, vocabulary, language use and mechanics. The present thesis presents quantitative and qualitative research conducted through calculating the t-test with the two groups: experimental and control, and analyzing of students’ questionnaires and teachers’ interviews. First year students (N=60) participate in the present research work: (N=30) students form the experimental group, and (N=30) students form the control group. The findings of the data analyses showed that students who took home assignments along with effective teachers’ feedback performed better than those who did not. Recommendations were made to teachers and students on the need to recon with take home assignments to improve students’ academic writing performance. Keywords: academic writing, homework assignments, quantitative research,qualitative research, feedback
Motivating First Year Students of English as a Foreign Language through Effective Learning Strategies to Improve their Writing Skills (Department of English, University of Batna). Doctorat thesis,(2020) Université de Batna 2.
(University of Batna 2, 1/3/2021) KISSOUM Nawel
The present study aims at investigating the effect of teaching learning strategies on students’ written productions. The target population is all first-year students (673) at the department of English language and literature in Batna 2 University, during the second semester of the academic year 2016-2017. However, our sample comprises two groups forming a total of sixty (60) students. Our problem consists in finding a solution to the students’ poor writing performance using a quasi-experiment. The present research attempts to show that there is an effective relationship between writing and learning strategies, and subsequently proposing a course that would hopefully promote students’ writing performance. At the outset of the study, we hypothesize that it would appear that first-year EFL students at the department of English in Batna 2 University do not use learning strategies in their writing. Besides, motivating students through teaching learning strategies would likely improve students’ writing scores. To gather the data and analyze them, we opted for a process of triangulation by using different research tools and procedures. A preliminary questionnaire is administered at the beginning of the study to answer the first research question: do first-year students at the department of English in Batna 2 university use learning strategies in their writing? And its sub-question: if yes, what are they? The results revealed that (73.33 %) of the students do not use learning strategies in their writing. Then, the students have to fill in a questionnaire (using a Likert scale) to measure the frequency of their use of the four types of learning strategies, i.e. cognitive, metacognitive, social and affective strategies. This questionnaire is administered twice: at the beginning and at the end of the study to see whether there is an improvement in students’ frequency of using these strategies due to the strategy instruction. The results show that students’ frequency in using all types of strategies moved from “sometimes” to “often” with a difference of (0.04) in the mean. The third questionnaire given to students is a motivation questionnaire, which shows that they are intrinsically motivated, and this contradicts the results found in the teachers’ questionnaire, which divulged that the learners are extrinsically motivated. The last research tool is the use of students’ writing scores before and after the study, which shows that students’ written performance has improved. This result is checked using the paired-sample t-value at 59 degrees of freedom (t=10.179), which is significant at the alpha level (0.025) for a one-tailed hypothesis. Overall, the present investigation is an attempt to show that there are appropriate learning strategies to improve students’ writing skills. Key words: learning strategies, writing, motivation, metacognitive strategies, cognitive strategies, social and affective strategies
The Role of Explicit Classroom Instruction in Promoting Advanced EFL Learens Progmatic Competence and Reducing Pragmatic Language Deficit.with Sprcific Reference to Cultlral Scripts and Intercultual Pragmatics. Doctorat thesis,(2019)Université de Batna 2.
(University of Batna 2, 1/9/2019) LEBBAL Farida
The Impact of English Language and its Culture on Learners’ Personality and Social Values: a longitudinal study of students of English at Batna-2 University. Doctorat thesis,(2019)Université de Batna 2.
(University of Batna 2, 10/1/2019) ZITOUNI Khadidja Samira
Interest in foreign language learning, particularly the English language, has considerably increased in the last decades, not only in terms of linguistic aspects but also in psychological and sociological aspects. Hence, the research reported in this thesis accentuated on exploring whether learning English as a foreign language may yield an impact on learners’ personality and social values, and if so, which aspects have been most impacted. In this account, the study hypothesises that a longer exposure of learners of English at Batna-2 University to the English culture is likely to cause, and increase, a change in their personality traits and social values. The study draws on a longitudinal study involving a descriptive analysis method. It uses a mixed methods approach to quantify and qualify the data gathered. In this respect, the tools employed in the field study are a social values checklist, a test of personality, and a questionnaire that were administered three separated times. The sample consists of 100 first-year students from English Department at Batna-2 University, following stratified random sampling techniques. As the research seeks to scrutinise the impact of the English culture, it was important to use another sample outside the Department of the English language. This external sample consists of 100 first-year students from the Islamic and Social Science departments at Batna-1 University. The findings reveal that the majority of participants’ personality types have changed. Likewise, seven social values out of twenty have changed, as well. It is worth noting that the personality and social values of participants outside the English department are found to be more consistent. Therefore, the study fervently recommends to organise a systematic culture-training programme for teachers and to enhance learners’ intercultural communicative competence. It is recommended as well to focus more on the psychological and sociological aspects of foreign language learners.
Developing Critical Attitudes through Learning and Motivation Strategies Training in American Civilsation : The Case of Students at the Department of English at M’sila University. Doctorat thesis,(2017) Université de Batna 2.
(University of Batna 2, 10/31/2017) Touati, M
Teaching English at an advanced level is not solely limited to the development of communicative competences, but extends to fostering learning awareness and to the development of attitudes that are essential to effecient life long learning and effective citizenship. Through this research we attempted to combine a set of elements whether related to the course content, the pedagogy , and the goals in order to check if it is possible to amend our appraisal of teaching the module of American civilization differently whether pedagogically, epistemologically and methodologically. Part A was devoted an overview of the literature to provide important information of the elements that would be discussed in (Part C). Moreover, and in order to shape our investigation methodologically and scientifically, we devoted (Part B) to the methodology design to meet the requirements of the specificities of the subject under investigation. The amount of the data gathered along the longitudinal study and the thorough analysis and interpretation of the data required us to focus on all the details. Logically any research study would provide a number of recommendations tied to the subject of the research, following the data analysis in (Part C), that might help us amend not only the content of American Civilisation as a content module, but also redesign other aims along the implementation of different teaching and learning modes.
DEVELOPING POETRY WRITING THROUGH SELECTIVE TEACHING: A LONGITUDINAL STUDY OF THE CASE OF LMD STUDENTS AT MSILA UNIVERSITY. Doctorat thesis,(2017)Université de Batna 2.
(University of Batna 2, 10/31/2017) BOUAZID Tayeb
This longitudinal study investigates the perceptions and experiences of Msila first year LMD students of English in poetry writing. The work also reflects the results of students’ experiences in a variety of classroom poetry writing activities. Our approach is based on observations of students’ poetry writing to reveal their difficulties in this activity so as to select and suggest ways of enhancing poetry writing. Hence, our work consists of Part A which highlights the fundamental principles in poetry writing and points to those selective teaching methods and material in use to enhance students’ creative writing. Part B presents and explains the notion that underlies the researcher’s various choices of all the research methodology and tools used to collect the needed information for this investigation. It also attempts to show our awareness to the limitations of the different methodological tools used to conduct this study. Part C gives an overview about how data were collected, interpreted, discussed and represented quantitatively and qualitatively. Students were subjected to different tests and observations. Hence, the analysis of the field work study data revealed positive attitudes about students attempting to produce good poetry writing through ABC, acrostic, free verse, quatrain, cinquain, concrete and colour poetry. Samples of good poetry were selected as evidence for progressive ongoing assessment. Part D pinpoints recommendations for improving comprehension and enjoyment in literature studies- this includes selective teaching and modelling of appropriate reading and writing strategies that improve critical and analytical thinking skills. It is also recommended that teaching and learning within a collaborative learning environment, fostering the development and exploration of peer ideas, and improving students’ background knowledge relevant to the understanding of poetry types with the intention to creatively enhance learners to produce fine poetry. The findings of this study reveal that lecturers have a significant role to play in helping students overcome barriers to understanding, interpreting and creatively writing poetry.
Developing Students’ Oral Performances through the Use of Authentic Materials The Case of Second Year LMD Students of English at Batna-2 University. Doctorat thesis,(2019) Université de Batna 2.
(University of Batna 2, 10/7/2019) BOUMARAF Amel
The main objective of this research is to investigate one of the most crucial debatable issues in the field of English language teaching and learning. The core of this present study is to probe the effectiveness of integrating non-teaching authentic materials in oral classes to promote students’ oral performances with second year LMD students of English at the University of Batna-2. In order to collect the data required for the study aiming to build reliable results along the different phases of the research, we used a combination of two methods being experimental and descriptive. By doing so, we could confirm the hypothesis which tended to check the effectiveness of exposing students to different types of authentic materials which may enhance their oral performances. The main important findings revealed at the end of the investigation is that the exposure to authentic materials while are not teaching tools during oral/aural classes lead to a good mastery of oral proficiency and increase students’ oral performances as they become more aware of the authentic native use of the oral language and acquire more correct usage of language in its real life situations. Thus, teachers are highly recommended to exploit these materials during the oral expression modules to promote their students’ oral proficiency.
Effects of Disciplinary Problems and Antisocial Behaviours in Batna Secondary Schools on the Teaching/Learning Process. Doctorat thesis,(2018) Université de Batna 2.
(University of Batna 2, 11/25/2018) GOLEA Taher
Un apprentissage efficace ne peut avoir lieu que si les conditions et l’atmosphère sont favorables. Une fois les enseignants et les apprenants se sentent menacés ou risquent d’être agressés à cause de l’indiscipline et les comportements antisociaux émanant de quelques élèves, ni les enseignants, ni les élèves eux-mêmes ne peuvent profiter des opportunités offertes par l’école car ils seront préoccupés par leur propre sécurité que par les efforts qui’ il faut fournir afin de garantir un environnement sain dans lequel l’apprentissage peut se produire. Cette étude a comme but de connaitre les effets négatifs qui résultent de l’indiscipline et le comportement antisocial des élèves. Apres avoir analysé et interprété les résultats obtenus par le biais des questionnaires et les grilles d’observation, on a constaté que les problèmes disciplinaires et le comportement antisocial ont des conséquences néfastes sur les enseignants et les apprenants. Les enseignants sont sévèrement touchés et ne peuvent pas être au top de leur performance due à l’indiscipline et les comportements inacceptables qui sont devenues très répandus dans nos lycées. Quant aux élèves, ils ne parviennent plus à étudier sérieusement dans une atmosphère ou le bruit et le dérangement quotidiens, sont à leur tour, de caractéristiques permanentes dans la vie scolaire des élèves. La concentration, qui est un élément essentiel dans n’importe quel processus d’apprentissage, est profondément touchée ce qui prive les enseignants et leur élèves de montrer leur potentiel réel et de contribuer d’une manière efficace dans la réussite du partenariat qui existe entre les deux.
Designing Teaching Materials to Meet the Students’ Needs in Learning English for Specific Purposes in Batna University. Doctorat thesis,(2018) Université de Batna 2.
(University of Batna 2, 11/25/2018) OUNIS Salim
This study is conducted to investigate the needs of science and technology students in the use of English for Specific Purposes at Batna University through three different stages. Stage one: a needs analysis is carried out by two groups: 1st year master Science and Technology students and their teachers of English using a questionnaire for the students and a structured interview for their teachers of English. Stage two: students’ needs are matched with the course objectives, and lessons are proposed and implemented in a period of ten weeks. In the third stage an experiment is carried out on 2ndyear master Environment Protection and Ecology students. The findings reveal the necessity and urgent need of ESP course based on learners’ needs.
Developing the Students’ Academic Performance in EFL through Project-Based Approach. Case of Fourth-Year Students at Mohammed Boussalem Middle School, Khenchela. Doctorat thesis, (2021) Université de Batna 2.
(University of Batna 2, 12/15/2021) Rakai Nafissa
Old-fashioned teaching methods in classroom-based education lack providing what learners need for future requirements .Born out of progressive education reform, and inspired by Dewey’s (1897) and Kilpatrick’s (1918) theories of learning, Project-based Learning is designed to deliver an active, engaging, student-centered approach to learning. It is a teaching method in which students gains knowledge and skills by working for an extended period to investigate and respond to a complex problem or challenge. The current work attempts to investigate the effect of implementing Project-Based learning on the students’ academic performance in the EFL classroom in light of the new reforms of the Algerian educational system. Emphasis was put on trying to establish a relationship between the teaching method and the academic performance. Conceptually, this inquiry was framed using significant aspects of the constructivist theory, while briefly referring to other learning theories. Initially, this study is based on the assumption that using the project-based approach in teaching English would improve the students’ performance. To reach this research's objectives, a mixed research design is used. Data are collected using a questionnaire, an interview, an attitude scale, and achievement tests. As a prelude, the researcher sought to explore the factors affecting fourth-year students’ academic performance in the English subject at the Wilaya of Khenchela. Subsequently, a T-test is used to analyze the effectiveness of the project-based approach on fourth-year students at Mohammed Boussalem Middle school performance after subjecting the experimental group and the control group to a pre-test and a post-test under the same conditions to measure differences in performance. The obtained data revealed that project-based learning has a positive effect on the students’ academic performance in learning English
Submitted in Partial Requirement for the Degree of Doctorate Es-Science in Language and Civilization. Doctorat thesis,(2018) Université de Batna 2.
(University of Batna 2, 12/16/2018) BOUHIDEL Houda
The present work attempts at shedding light on the current situation of culture teaching at the Department of English, Batna2 University. It tries to demonstrate that culture teaching has gained a special attention and focus from educators and researchers in our country, especially in the last few decades. However, it seems that the efforts made towards realizing some of the objectives sought from culture teaching are not yielding the desired outcomes. Courses in culture are most of the time considered courses in literature or history and; therefore, are treated negatively by our students, who are still convinced that learning English can be achieved successfully without these courses. Not knowing that, if one hopes to learn the foreign language successfully, he has to give culture learning the same weight he gives to language learning, complicates the task for teachers and educators. Thus, and in an attempt to clarify better the situation and try to suggest some possible remedies to it, we hypothesized that integrating literary texts in the course/s of culture is expected to bring changes in the students’ negative attitudes and behavior by developing their intercultural communicative competence. In pursuing this objective, we made use of two methods, the experimental and the descriptive. Both require the gathering of the necessary data using specific tools. Thus, two questionnaires, administered to two samples from two different populations, second year students and teachers of culture at the Department of English, Batna 2 University, in addition to an experiment, carried out with a sample from second year students, were utilized to obtain the necessary quantitative and qualitative data. Results demonstrated that, although little importance has been accorded to the courses of culture by students learning English as foreign language, the introduction of literary texts, as an alternative teaching strategy to culture, proved very effective in enhancing students’ intercultural communicative competence, and in improving their learning of the target language as a whole.
A CROSS-DISCIPLINARY GENRE ANALYSIS OF ALGERIAN ACADEMIC RESEARCH ARTICLES INTRODUCTIONS. Doctorat thesis, (2020) Université de Batna 2.
(University of Batna 2, 12/2/2020) AGGOUN Wafa
Les articles scientifiques fournissent un moyen utile pour les chercheurs afin d’affronter le dévelopement explosif de la recherche scientifique dans les différents domaines. Ils ouvrent une brèche pour communiquer le contenu des recherches précédentes et traitent de nouveaux phénomènes. L’introduction joue un rôle primordial dans les articles scientifiques. Elle présente la section de l’article qui comprend une série d’étapes tout en fournissant une description détaillée de l’article entier. La présente recherche découle de débat entre les sciences humaines et sociales et les sciences exactes. C’est une étude d’analyse de genre comparative qui a pour objectif d’identifier la structure rhétorique et les aspects linguistiques de l’introduction des articles scientifiques notamment celles de la linguistique appliquée et de la physique publiés dans les revues scientifiques algériennes. La recherche s’appuie sur les méthodes de recherche quantitatives et qualitatives à travers une analyse de corpus des introductions, un questionnaire pour les chercheurs, et un interview avec les éditeurs. En general, les résultats relèvent l’éxistence des similtitudes et des differences de la structure de l’introduction des articles de la linguistique appliquée et ceux de la physique. Ce qui implique que la rédaction des introductions est inévitablement intégrée dans les conventions disciplinaires. Les résultats de la recherche dévoilent des implications importantes pour l’usage des méthodes de l'analyse de genre dans l’enseignement de l’Anglais à des Fins Spécifiques
The Use of Computer Softwares to Enhance EFL Students’ Writing Skill. Doctorat thesis, (2022) Université de Batna 2.
(University of Batna 2, 12/7/2022) CHERFAOUI Samia
Cette étude vise à étudier l’efficacité de l’utilisation de logiciels informatiques, généralement l’utilisation de logiciels paragraphe punch. Il vise également à explorer les attitudes des enseignants et des étudiants à l’égard de l’utilisation des logiciels et de leur efficacité dans l’enseignement des compétences en rédaction aux étudiants d’EFL à l’Université Ammar Thelidji de Laghouat. Les principaux aspects de la rédaction sur lesquels porte cette étude sont tous liés à la rédaction du paragraphe, en particulier la rédaction de la phrase thématique, les phrases à l’appui, les phrases finales, l’orthographe, l’organisation et les mécanismes d’écriture en général. L’étude a été menée avec des étudiants de première année LMD, un groupe de 68 étudiants, au département d’anglais, Université Laghouat, au cours de l’année académique 2017-2018. Une étude descriptive et quasi expérimentale comprenant un plan pré et post test, a été réalisée avec les étudiants au cours du 2ème semestre, avril 2018 en trois phases principales : la phase pré-enseignement, la phase d’enseignement, et la phase post- enseignement. Au cours de la phase de pré-enseignement, deux questionnaires ont été administrés aux enseignants et aux étudiants afin de connaître leur attitude à l’égard de l’utilisation de l’ordinateur en général et de son utilisation pour l’enseignement de l’écriture en particulier. L’analyse des données recueillies a révélé que les enseignants et les étudiants avaient des attitudes positives à l’égard de l’utilisation des ordinateurs. Au cours de la deuxième phase, 68 étudiants ont été choisis au hasard pour participer à l’étude. Ils ont eu d’abord un test préalable pour évaluer leur niveau de rédaction au niveau des paragraphes. Dans les deux groupes, les élèves expérimentaux (34) et les élèves témoins (34) ont été affectés à des activités d’écriture de deux façons différentes, de façon traditionnelle pour le groupe témoin et en utilisant le logiciel paragraphe punch pour le groupe expérimental. Plus tard, les étudiants ont passé un post-test pour évaluer leur performance d’écriture. Après l’analyse des données et des statistiques descriptives, les résultats obtenus ont révélé des différences significatives dans le score moyen après essai entre le groupe expérimental et le groupe témoin en ce qui concerne les aspects examinés dans cette étude. Dans la dernière phase de l’étude, les résultats recueillis à partir du post questionnaire avec le groupe expérimental ont révélé que les étudiants de ce groupe ont montré un grand intérêt pour l’utilisation du logiciel paragraphe punch pour la compétence d’écriture.
Submitted in Partial Fulfilment of the Requirements for the Degree of DOCTRATE THIRD CYCLE LMD in Applied Linguistics. Doctorat thesis, (2022) Université de Batna 2.
(University of Batna 2, 12/7/2022) AZIL Mohammed
Cette étude est une tentative d'enquêter sur l'efficacité de l'intégration des compétences d'apprentissage et d'innovation dans les salles de classe d'anglais pour améliorer les compétences orales des apprenants de première année (d'anglais comme langue étrangère (ALE) au centre universitaire de Barika. Le chercheur a émis l'hypothèse que les apprenants qui appliquent des compétences de communication et de collaboration dans leur séance d'expression orale amélioreraient leurs compétences orales mieux que leurs pairs qui expérimentent un mode d'enseignement traditionnel. Une conception quasi-expérimentale a été mise en œuvre avec deux groupes intacts de première année. Les données de la présente étude ont été recueillies aux différentes phases de l'expérimentation pour déterminer l'efficacité des compétences d'apprentissage et d'innovation sur la compétence orale de l'échantillon. En termes pratiques, les compétences orales des deux groupes ont d'abord été examinées par le biais d'un test oral d'anglais avant et après l'application de certaines stratégies pédagogique d'apprentissage actif et d'innovation. Ensuite, deux questionnaires ont été administrés aux apprenants avant et à la fin du cours pour identifier les attitudes des apprenants envers l'intégration des compétences d'apprentissage et d'innovation dans les cours d'anglais. Les données ont été analysées à l'aide de méthodes statistiques de base et inférentielles, notamment les scores moyens, les écarts types, le test t d'échantillons appariés et la taille de l'effet. Les résultats ont montré un développement remarquable de la compétence orale et des attitudes des apprenants après l'intégration des stratégies d'apprentissage et d'innovation. À la lumière des résultats, le chercheur recommande que les enseignants bénéficient de l'application des compétences de communication et de collaboration dans les cours d'anglais oral, ce qui peut à son tour améliorer les compétences et les attitudes des apprenants.
ntegrating Authentic Audio-visual Materials to Improve Vocabulary Learning Process: The Case of First Year Students of English at Mostepha Benboulaid Batna 2 University
(University of Batna 2, 2022) Said KESKES
This research project took place at the Department of English at Mostepha Benboulaid Batna 2 University, Algeria. It aims to improve learners‟ vocabulary through integrating Authentic Audio-visual Materials (AAMs). To reach the asset goals, the present study has gone through two phases: exploratory and quasi-experimental phase. First, it explores students‟ and teachers‟ problems in oral expression. Second, it investigates the effect of using AAMs in improving vocabulary learning of first year students of English. This study is mainly based on a hypothesis that students‟ vocabulary might be improved through the integration of AAMs. For this end, a pre /post-test design was followed with two intact groups of 30 students in which the experimental group (EG) (N=30) underwent a treatment of learning with AAMs, and the control group (CG) (N=30) who studied and took oral expression classes normally without using AAMs. For data collection, a mixed method approach was utilized. Hence, both qualitative and quantitative tools were employed to answer the research questions, and test the hypotheses. In the first phase of the present investigation, both students questionnaires and teachers interviews were handed to first year students and teachers of oral expression. Also, pre-tests, progress tests, and post-tests were distributed to students to examine the improvement of students‟ Receptive Vocabulary (RV) and Productive Vocabulary (PV) after the integration of AAMs. For data analysis, thematic analysis was used to analyze teachers interviews and qualitative data from students questionnaires. Statistical Package for Social Sciences (SPSS) and Excel were employed to analyze quantitative results from pre/ post-tests and students questionnaires. The findings of the study revealed a strong relation between students‟ problems, teachers‟ problems, and motivation in oral expression classes. Both teachers and students showed interest and willingness towards using AAMs in oral expression classes. Vocabulary was found as one of the major linguistic problems for learners, whereas for teachers, lack of technologies at the department affected negatively their motivation. Additionally, significant statistical difference was established in students‟ vocabulary learning as the integration of AAMs has been fruitful in promoting RV and PV if they are applied continuously at a long-term level in an equipped laboratory, provided with technological tools and advanced multimedia resources to support teachers‟ extrinsic motivation, and meet today‟s learners‟ demands.
Investigating the Effect of Asynchronous E-learning on EFL Students’ Grammar Achievement
(University of Batna 2, 2022) Amina BENHARA
Mastering the English language grammar is a challenge for many EFL learners. This urges teachers to find out more effective and contemporary methods to help them overcome this problem. Accordingly, this study is designed to investigate the effect of asynchronous elearning on EFL students’ grammar achievement. Therefore, it is hypothesized that if teachers integrate an asynchronous e-learning program along with traditional grammar courses, EFL students will score better on their achievement tests compared to those who follow purely inclass courses. The study used a mixed-method approach to check empirically the extent to which this technology-based tool contributes to upgrading or degrading EFL students’ performance in grammar tests. It was conducted at the English department of Batna 2 University during the academic year 2018/2019 with two 1st year classes assigned to a control group, that received a traditional grammar syllabus, and an experimental group that took equally the same syllabus assisted with extra asynchronous courses posted on a Google Classroom platform, with a sample size of 38 students in each. To attain the research requirements, a readiness questionnaire was emailed to the experimental group to check the students’ preparedness to study through an AEL program. Its findings recall scheduling some computing sessions before starting the grammar classes so that students would be able to cope with the digital learning activities. The course of the study spanned over six months, distributed between three phases: pre-experimental, experimental, and post-experimental. To compare both groups’ grammar achievements, a quasi-experimental design was adopted, made up of an in-class pre-test, progress, and a post-test. Following the post-test outcomes’, a questionnaire has been given to the experimental group students to inspect their standpoints towards their grammar performance after the experience of the asynchronous program. The experiment was also backed by observation sessions through which the researcher collected information about students’ performance in both groups all over the experiment course. The findings were descriptively and statistically analyzed. The final results showed that the experimental group scored better than the control group, and the score difference was statistically significant. Therefore, it could be concluded that asynchronous e-learning is effective for improving learners’ grammar achievement.
The Effect of Cooperative Practices on the Opportunities for Learning in EFL Classes
(University of Batna 2, 2022) BOUCHAIR Yasmina
A good mastery of the Writing Skill is an all important component in the learning process. It is essential for students of English as a foreign language. On this basis, the core of the present study is to investigate possible effects of implementing cooperative learning practices represented in the Learning Together Model on EFL studentsʹ writing abilities. The current investigation is built upon two hypotheses which are advanced in order to be tested throughout this research work. The researcher hypothesized that if cooperative practices were implemented in the right way, EFL learners would be able to enhance their writing proficiency level. In addition, it is hypothesized that if learners worked cooperatively and interact with each other, they would be able to achieve common academic goals. Two questionnaires were administered, one for teachers of Writing and the other for the targeted EFL students in the quasi- experiment. The findings of teacher questionnaire exhibited that teachers of Writing find out that cooperative learning is an effective method in boosting the performance of students in regard to writing. The data gathered from student questionnaire revealed that students can develop their writing abilities through working cooperatively, they presented positive behaviours towards working in cooperative teams whatever their abilities are. Thus, for the sake of digging deeply in the effect of Learning Together Model of cooperative learning, the researcher opted for a quasi-experimental study. She conducted an experiment in which the experimental group went through a treatment period, where students were instructed using the Learning Together Model of Cooperative Learning, whereas, students in the control group were instructed using traditional teaching method depending on individual work. The data analysis of the experiment revealed that there existed a critical difference in achievement between the experimental group and the control group essays. This difference is deduced after making a comparison of both groupsʹ performance in the assigned works and in the post-test assignment.
Developing Students’ Speaking Skill through “Dogme ELT” Teaching Approach
(University of Batna 2, 2022) Mohamed DAGUIANI
Speaking English has always been difficult for foreign learners. Hence, several teaching methodologies have been put forth to encourage and promote speaking in the classroom. The aim of this research is to investigate the extent to which the integration of Dogme ELT approach in oral classes would develop the speaking skill of second year students of English at Mohamed Kheider University of Biskra. It is hypothesized that if students were taught through Dogme ELT, they would better improve their speaking skill in terms of vocabulary, pronunciation, accuracy, and fluency if compared to those who were taught through traditional way. In this research, the mixed methods approach was used; it is a combination of quantitative and qualitative methods of data collection. The research which was conducted in the academic year 2016-2017, was undertaken first, by distributing two questionnaires; one to Oral Expression teachers (n=10) and another one to second year students (n= 80); they were designed to diagnose the participants’ opinions and attitudes about Dogme ELT as well as the actual situation of teaching speaking. Second, a treatment was used, preceded by a pre-test and followed by a post-test; an experimental group (n=40) and a control group (n=40) were therefore used in the experiment; the former was taught through Dogme ELT approach and the latter through classical teaching. Third, a focus group interview was conducted with students from the experimental group (n=8) to supplement the findings. The pre-experiment questionnaires revealed the inefficiency of the current methods of teaching speaking whereas the post-test scores indicated that the students of the experimental group achieved statistically greater levels in their speaking. Likewise, the qualitative data collected from the focus group interview supplemented the quantitative findings; therefore the null hypothesis was rejected and the alternative accepted. Accordingly, some pedagogical recommendations are proposed for further research.
Women’s Involvement in Revolutionary Wars: The Case of Algeria (1954-1962) and America (1775-1783)
(University of Batna 2, 2022) Amina BOUAZIZ
The present study investigates women’s involvement in Revolutionary Wars; American and Algerian. The study compares the two cases; American and Algerian in the period that preceded the Revolutionary Wars and during the Revolutions with a focus on the status of women; their education, marriage, and legal status. It also sheds light on women’s reactions to the colonization of their countries, and the different roles they played during the Revolutionary War of America (1775-1783) and the Revolutionary War of Algeria (1954- 1962). This study compares American and Algerian women in terms of their status before the Revolutionary War of each country and their contribution to the victory of their countries. Methods used to accomplish this study were; historical research to investigate the main historical events during the colonial period of each country, and the events leading up to the Revolutionary Wars of both countries. Comparative history was used as the main method to compare American and Algerian women's status, roles, and contributions to the obtainment of independence of each country. Structured interviews were conducted with 20 Algerian women (Mujahidat). The analysis of data from both cases showed many similarities in the lives of American and Algerian women during the colonial period of each country, and even during the Revolutionary War. The analysis of the results from the two cases revealed that there are even differences between the two cases.

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