Thèse de Doctorat

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    A CROSS-DISCIPLINARY GENRE ANALYSIS OF ALGERIAN ACADEMIC RESEARCH ARTICLES INTRODUCTIONS. Doctorat thesis, (2020) Université de Batna 2.
    (2020-12-02) 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
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    A Pragmatic Analysis of Autistic Children: Case of Dar El Amal Wa Tadhamon- Batna
    (2023) Amina RABEHI
    Disruption of normal developmental phases may lead to a weakening of cognitive abilities, which can have serious repercussions for socialisation. Autism Spectrum Disorder is characterized by enduring challenges with social interaction and engagement, as well as restricted and repetitive patterns of behavior. These features are widely recognized as hallmarks of the disorder. It often emerges in the first few years of a person's life (American Psychiatric Association, 2013). Autism is displayed by unconventional social communication and interaction. Therefore, it is not astonishing that autistic people have severe pragmatic difficulties. In this respect, the primary goals of this study are to make a generalization about the universality of pragmatic development of autistic children as well as the developmental connection between pragmatic aspects and language in general, focusing on Algerian-speaking autistic children. It also portrays the way age, gender, school attendance, and Mean Length of Utterance influence such pragmatic parameters. It clarifies how schooling contributes to the development of communicative and pragmatic abilities in a 'longitudinal instrumental case study'. The data gathered depended on Pragmatic Protocol designed by Prutting and Kirchner (1987); sampling and observation of spontaneous language that took around eight months and been analysed quantitatively and qualitatively to address the research questions. The findings show that participants performed poorly on tests of communication. Also, the pragmatic difficulties associated with autism stem from cognitive rather than cultural factors. It was shown that schooling and increased Mean Length of Utterance help autistic children become better at using a variety of pragmatic skills. In addition to this, there is a significant correlation between the Mean Length of Utterance of a child and their likelihood of enrolling in formal education. Participants with a consistent school attendance pattern had better Mean Length of Utterance scores.
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    African Americans and Racial Inequality in the United States:The Unfinished Business “A Socio-Historical Perspective”
    (2023) El Ghalia Kaabeche
    Among the domestic issues that shape controversy in American social history is the question of racial inequality. Although the latter has been the concern of many racial/ethnic groups in American society, blacks have been, and still are, the most disadvantaged group. The history of African Americans is a history of social degradation, economic exploitation, and political deprivation. For African Americans, the question of citizenship rights has always been tied to the question of race and racial order. The present thesis deals with the issue of African Americans and persistent racial inequality in the United States. The thesis addresses the issue in question from a socio-historical perspective. What makes of this research work significant is the fact that unlike other studies which focused on the Civil Rights Movement of the 1950s and 1960s as the end point of the road to equality, this thesis, on the contrary, looks at racial inequality facing African Americans in the United States as an unfinished business; as a persistent reality in U.S. society. It focuses on and explores the persistent reality of blackwhite racial inequality. This research work attempts to demonstrate that despite the significant progress made and the fact that the situation of African Americans today is undeniably much improved compared to the past, the journey to true racial equality has not been accomplished yet. Black-white racial inequality remains a persistent feature that still characterizes even twenty-first-century American society.
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    An Analogy between Collaborative and Traditional Learning Approaches with Reference to the Relationship between Learning Types and Achievement : The Case of First Year Students of English at Batna University. Doctorat thesis,(2007) Université de Batna 2.
    (2017-03-16) BAHLOUL AMEL
    The present study was conducted with First year (EFL) learners at Batna University during the academic year (2003-2004) . Action research was used to study the benefits of Group investigation (GI) as a collaborative learning technique, by comparing students' linguistic achievement, taking into account their learning types . In this study , we looked at : · students linguistic achievement, taking into account their personal learning types as well as the teaching approach used in their class, · the teacher's and the students' opinions as far as the students' achievement, their learning type and the teaching approach are concerned , and · the benefits of using a collaborative learning approach at the university level. We based our research questions on the findings that collaborative learning enhances students' motivation to learn (Slavin, 2000; Sharan & Sharan, 1992), and that students' participation in pair and small-group work following collaborative learning principles facilitates Foreign language acquisition along with subject-matter mastery(McGroarty,1991; Swain, 1988). We conducted our research in both groups and taught them concurrently using both approaches : the (GI) approach with one group and the traditional teaching approach (TT) with the other. (GI) involved self directed student groups researching and presenting topics. The underlying teaching strategy of the courses was communicative and used a content-based instructional approach in the sense that it used content (the country of England) to develop English language proficiency. To achieve our goal qualitative and quantitative data collection were undertaken . We used several instruments measuring students' linguistic achievement, their learning types, and their responses to teaching approaches used. The Learning Preference Scale developed by Owens and Straton (1980) was used. The students' linguistic achievement was analyzed by oral and written testing of their use of English interrogatives both at the beginning and at the end of the course. The students' and the teacher's reflections and opinions were analyzed through journals, interviews and course evaluations. Based on comparing the scores obtained at the beginning of the course with those of the end of the course, both groups showed a significant gain in their use of oral yes-no questions, and yes-no and wh-questions combined. The TT group showed also a significant gain in their use of written yes-no questions. Overall, neither group improved more than the other, linguistically. According to the teacher's observations, the collaborative learning approach was effective in EFL classes at the university level, although collaborative learning necessitated to orient students to this new manner of learning . Meanwhile, the GI group gained skills that the TT group did not, specifically with respect to working together. Even though many students were ill-prepared to learn under the collaborative model, their views revealed their strong motivation relative to the content of the course, yet, they generally did not recognize their linguistic improvement. Based on the findings, it was difficult to say whether any new approach used in the teaching / learning process is any more successful than another. It was hence recommended that university EFL courses should integrate both the collaborative learning and the Traditional Teaching approaches to benefit all learners.
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    AN ATTEMPT TO EXPLORE STUDENTS’ ABILITIES IN IMPROVING ORAL EXPRESSION WITH INFORMATION AND COMMUNICATION TECHNOLOGY A case study of the first year LMD students at the department of English, University of Batna, Algeria. Doctorat thesis,(2014) Université de Batna 2.
    (2017-03-16) BENBOULAID Charif
    Many faculties in Algerian Universities agree on the fact that the implementation of the new LMD curricula is still in progress and in continuous mutations due to the additional challenges in terms of university infrastructure, pedagogical needs and most relevant resources for students to better achieve the LMD outcomes. In this research we summarized data gathered on implementation of a new teaching model that goes in the direction of the LMD curriculum, regarding the teaching of the Module of Oral Expression through a tested-model that integrates the cultural aspects of the English Language, including Cross-Cultural Communication with a specific ICT (Information and Communication Technology) tool named DVC (Digital Video Conference) to effectively enhance students‟ English fluency. This study also reveals the positive impact of the Cross Cultural interaction on students‟ fluency at the department of English at Batna University, in Algeria. Globally the findings confirmed the hypothesis that states that effective improvement of oral expression may be better achieved if cross-cultural communication with native speakers of English via Digital Video Conferencing series is adopted as a supporting means
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    An Attempt to Investigate Students’ Collaborative Competence to Enhance Learning Autonomy A Case Study of 1st Year Students at the Department of English, University of Batna 2
    (2023) RABHI Hichem
    Au cours des dernières décennies, l'enseignement supérieur en Algérie a connu de nombreuses réformes. Chacun d'eux a apporté de nouvelles attentes et de nouveaux défis pour le système éducatif algérien. L'enseignement de l'anglais comme langue étrangère (TEFL) dans le contexte algérien ne fait pas exception. Les demandes et les exigences d'apprentissage ont changé pour se conformer à l'éducation moderne en commençant par le changement de paradigme des méthodes d'enseignement centrées sur l'enseignant aux méthodes d'enseignement centrées sur l'apprenant, mais les apprenants restent aux prises avec les méthodes d'apprentissage traditionnelles. Afin de surmonter ces défis d'apprentissage, l'autonomie de l'apprenant (LA) apparaît comme l'objectif d'apprentissage souhaité qui permettra aux apprenants EFL algériens d'acquérir une indépendance dans l'apprentissage et de faire face aux exigences d'apprentissage de l'éducation moderne. Dans le processus de recherche de la manière optimale d'atteindre un niveau supérieur d'AL, l'apprentissage collaboratif (CL) est apparu. Pour cela, la présente recherche est une tentative d'enquêter sur la compétence d'apprentissage collaboratif des apprenants EFL algériens pour améliorer leur niveau d'autonomie d'apprentissage. Pour atteindre les objectifs de la recherche, une méthode descriptive a été choisie, où un questionnaire quantitatif principalement composé de l'échelle de Likert en 5 points a été administré aux étudiants de première année du département d'anglais de l'Université Mostefa Benboulaid Batna 2 au cours de l'année universitaire 2018-2019. En général, les résultats ont révélé la faculté de l'approche CL à améliorer, développer et promouvoir l'AL dans le contexte EFL algérien.
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    An Exploratory Study of Teachers’ Professional Knowledge in Practice: Case of EFL Experienced Teachers in the Department of English at Batna University. Doctorat thesis,(2018) Université de Batna 2.
    (2018-06-28) HADJIRA Cherif
    The present study deals with EFL experienced teachers’ knowledge, it’s sources and the effects of context on the realisation of teacher knowledge in classroom practice. As such, the study becomes a response to the call made for the reconceptualization of the teaching basics to emphasize teaching as a knowledge act based on reason, consciousness and common sense and stressing the pedagogical framework and context in which teaching is held. Data gathering tools are the teacher knowkedge questionnaire, interviewing and classroom observation and on the basis of both quantitative and qualitative data analysis six areas of teacher knowledge were revealed and confirmed through the teachers’ views and accounts. The areas are: subject matter, pedagogy, students, learning environment, curriculum and the self. Many sources were also found to outline teacher professional knowledge when it is put into practice. These sources include experience, teacher education and training, past studies at the university, teacher and learner feedback, expert advice, learners’ knowledge and advanced scientific research.The relation between teacher knowledge and practice was demonstrated in two ways. The first way relates to the fact that teacher knowledge represents a working model which underpins practice. The second way relates to the fact that classroom decisions are made on the basis of teacher reasoning. Many challenging factors are found to hinder the realization of teacher knowledge in practice such as time limitation, EFL examination policy, lack of resources and sustenance, the gap between the teaching objectives and the learning needs as well as the excessive classroom size. Finally, the findings gave us the opportunity to draw upon significant implications, research recommendations and suggestions to conduct further research on teacher professional knowledge.
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    Bringing Students to Become Autonomous Effective Speakers of EFL: An Oral Expression Instruction Based on Teaching Listening Skills via Authentic Video Extracts
    (2023) Dallel AOUAR
    The present study investigates the impact of introducing listening instruction in the oral expression course on second-year students‘ EFL speaking skills in the Department of English, Batna 2 University, in the academic year 2019-2020. Drawn on Thornbury‘s awareness- raising model, this instruction includes a three-phase model: pre-listening, listening and speaking, in addition to being based on short authentic video extracts and cautiously designed activities. Furthermore, it intends to provide teachers with a model for teaching the oral expression course, including the pedagogical material and suitable activities. It is hypothesised that the implementation of the listening instruction will have a positive impact on students‘ EFL speaking skills. Two data-gathering tools were used: questionnaires and classroom observation. Two questionnaires were administered: one for 250 second-year students and one for 8 oral-expression teachers. For the experiment sample, paired random sampling was adopted to include 20 participants from the whole population. The observation embodies the survey of the students‘ reactions and speaking achievements before and after the implementation of the listening-based instruction. The paired-sample t-Test was used to evaluate the statistical significance of the suggested hypothesis and was confirmed by the computer statistic program SPSS. All things considered, the quantitative and qualitative interpretation of data confirmed the positive influence of introducing the listening-based instruction on students‘ speaking skills in terms of effectiveness and autonomy.
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    COLLABORATIVE TEACHING AS A TREATMENT FOR THE LOW PROFICIENCY OF STUDENTS IN WRITING.THE CASE OF SECOND YEAR STUDENTS AT BATNA UNIVERSITY. Doctorat thesis,(2017) Université de Batna 2.
    (2017-09-18) KHANCHALI Mohammed
    The core of the present study is to investigate whether an additional collaborative teaching of writing components would have any effects on second year English students’ writing proficiency. The essence of the study is to involve two teachers of other modules, literature and civilization, in the teaching of writing to work closely with the researcher, being the teacher of written expression along with grammar. The content of the different courses turn around the teaching of the writing components like content, organization, vocabulary, structure and mechanics. Weekly meetings are arranged with the two teachers for collaboration that include discussions, conversations and comments on the planning of the lessons and guidelines provided by the researcher. The teachers would delineate the benefits, problems, challenges and key successful factors of collaboration. At the beginning of the course a pre-test is administered in both groups, which consists of a writing assignment. At the end of the course, both groups are given a test under the same circumstances as the previous one. In addition, theprogressive tests are also given all along the different courses of the experiment, with the frequency of one test at the end of each teaching part. The test types are given on the basis of validity and reliability. The results of the tests of the experimental and control groups are compared task by task for the sake of observing the student’s progress.
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    Designing Teaching Materials to Meet the Students’ Needs in Learning English for Specific Purposes in Batna University. Doctorat thesis,(2018) Université de Batna 2.
    (2018-11-25) 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.
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    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.
    (2017-10-31) 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.
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    Developing Intercultural Awareness through Analytical and Critical Thinking among First-Year LMD Students of English as a Foreign Language at Batna-2 University. Doctorat thesis,(2019) Université de Batna 2.
    (2019-09-22)
    Intercultural awareness is one of the prerequisites of the active global citizen. Indeed, it enhances understanding and facilitates communication. Henceforth, developing cultural and intercultural awareness should be effectively targetted by all Teaching/learning processes, particularly in foreign language education. However, this is not the case of the Department of English at Batna-2 University. Despite the fact of being exposed to the subject of Culture and Civilisation, which is expected to raise students’ awareness towards the British and the American patterns of culture and propel them to respect cultural differences, learners have the propensity to generate contradictory comportments that might be diagnosed as symptoms of intercultural awareness deficiency. This investigation attempts to find a way out of this problem. It explores the impact of promoting critical and analytical thinking skills on intercultural awareness among first-year students of English. It hypothesises that stimulating critical thinking skills through the use of Paul’s model in CCL lectures might help students develop intercultural awareness. To test the aforementioned hypothesis, an experimentation involving two randomly selected groups of fifty students each, experimental and control, has been conducted. Various instrumentations namely tests, opinionnaire and observation were used to collect the needed information. The data obtained were analysed qualitatively and quantitatively through factor analysis and T-test. The results demonstrate the efficacy of critical thinking in developing intercultural awareness. Additionally, they suggest that the model used was comprehensible and applicable. Furthermore, the data highlight that critical thinking helps students change their attitudes towards cultural differences and enhances the quality of their thinking so asthey get more engaged in the process of learning. Ergo, this study highly calls for the integration of critical thinking in all subjects meant to teach English as a foreign language.
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    Developing Intercultural Awareness through Critical Thinking in Teaching Social and Human Sciences Courses for First-Year LMD Students of EFL at Batna-2- University, Algeria. Doctorat thesis, (2022) Université de Batna 2.
    (2022-09-22) OUSLIMANI Nassira
    Le principe fondamental de l'éducation est d'intégrer des paradigmes de pensée et de cultiver la capacité d'enquêter et de créer de manière constructive et indépendante sans contrôle externe. La pensée critique permet aux étudiants de se renseigner sur les ressources et de créer à partir de celles-ci, de façonner des questions qui méritent d'être approfondies et de développer le chemin pour les étudier. Cela leur permet d'établir des liens entre les idées et les faits et d'utiliser les informations qu'ils collectent pour résoudre des problèmes. De même, l'enseignement des langues devrait impliquer à la fois une conscience interculturelle et des compétences linguistiques pour préparer les élèves à s'engager dans la complexité et la multitude des identités, à suspendre les stéréotypes et à interagir sur un pied d'égalité avec les locuteurs d'autres langues. Notre étude visait à démontrer la possibilité de développer une conscience interculturelle parmi les étudiants de première année EFL à l'Université Batna2 grâce à la pensée critique dans l'enseignement des cours des SHS. Nous avons mené une étude corrélationnelle pour examiner la corrélation entre les composantes de la pensée critique et entre celles de la conscience interculturelle. L'analyse factorielle confirmatoire (CFA) a examiné la structure de variance-covariance utilisée pour les indicateurs observés et a démontré la cohérence de la dimensionnalité des échelles avec le trait prétendu être mesuré par l'instrument. L'étude corrélationnelle nous a permis de définir notre variable indépendante et de confirmer également les différentes composantes de la pensée critique, ainsi que la structure du modèle de conscience interculturelle. Les sous-compétences de pensée critique identifiées et validées ont été utilisées dans l'expérience et ont été accès dans l'enseignement du module SHS en tant que traitement dans le groupe expérimental. Pour soutenir la recherche et fournir des résultats plus solides, nous avons mené trois enquêtes, examinant les perceptions des enseignants sur la pensée critique, les perceptions des enseignants sur l'enseignement de la culture et la conscience interculturelle, et les perceptions des étudiants sur les résultats des cours remodelés du module de SHS. Nous avons analysé les données quantitativement en utilisant le progiciel statistique pour les sciences sociales (SPSS) et AMOS 23 et qualitativement en utilisant la méthode qualitative. Les résultats obtenus confirment que la mise en œuvre des compétences de pensée critique dans l'enseignement du module SHS développe une conscience interculturelle chez les étudiants et que le remodelage des cours SHS et la mise en œuvre de la pensée critique améliorent la pensée des étudiants et leur engagement dans leur processus d'apprentissage. Il a également été démontré que les enseignants sont conscients de l'importance de la pensée critique et de la conscience interculturelle dans l'enseignement des langues, mais ils manquent une compréhension bien construite de ces deux concepts et la manière de les développer parmi les étudiants, ce qui a conduit à des pratiques très structurées qui empêchent la mise en œuvre de la pensée critique et le développement d'une conscience interculturelle chez les étudiants. Cette recherche est jugée louable en ce qu’elle a démontré la prédisposition des étudiants a développer des capacités de réflexion critique et une conscience interculturelle, ainsi que l’impact des perceptions des enseignants sur leurs pratiques. En effet, cette étude apporte sa contribution pour appeler à un changement de paradigme de l'enseignement d'une langue à l'utilisation de la langue avec un développement professionnel ciblé des enseignants dans le domaine de la pensée critique et des compétences en communication interculturelle. De plus, l'étude a abouti à une proposition de programme du module SHS pour aider les enseignants à repenser leurs cours, ainsi qu'à des recommandations susceptibles d'aider les enseignants et les éducateurs à mettre en pratique des compétences de la pensée critique et à développer une conscience culturelle chez les apprenants en langues.
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    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.
    (2017-10-31) 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.
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    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.
    (2019-10-07) 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.
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    Developing Students’ Speaking Skill through “Dogme ELT” Teaching Approach
    (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.
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    Developing Students’ Speaking Skill through “Dogme ELT” Teaching Approach A Case Study of Second Year Students at the Department of English. Mohamed Kheider University, Biskra. Doctorat thesis, (2022) Université de Batna 2.
    (2022-05-11) DAGUIANI Mohamed
    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.
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    Developing the Speaking Skill in English as a Foreign Language through Project-Based Learning The Case of Second Year Students of English Language at Batna 2 University. Doctorat thesis, (2022) Université de Batna 2.
    (2022-03-08) HARROUG Dhikra
    Developing EFL students’ speaking skills is of vital importance in the teaching and learning process. Thus, teachers have to adapt and integrate the latest techniques and strategies. This research aims at investigating the effects of the Project-Based Learning (PBL) instruction on EFL students’ speaking skill through conducting a case study on second year students at the Department of English at Batna 2 University. We hypothesized that PBL may be an effective teaching approach that develops students’ speaking skills and that increases their engagement and interest in the oral lessons. Besides, students would show positive attitudes towards the integration of PBL in oral expression subject. To test the validity of these research hypotheses and to achieve the research objectives, the mixed method of both quasi-experimental and descriptive methods were conducted. The study was carried out during the academic year 2018-2019 on seventy-two (72) convenientlyselected second-year students and nine (9) purposively-selected teachers of the oral expression subject. The students were divided into experimental and control groups with thirty-six (36) students in each. The qualitative and quantitative data were collected using speaking tests, students’ attitudinal questionnaire, and a post-experiment focus group interview to explore the experimental group’s views and attitudes towards PBL. The research findings show that PBL significantly developed the students’ speaking skill, and that the experimental group outperformed the control group at the level of their oral performance. Moreover, the results demonstrate that the experimental group has positive attitudes towards PBL, and that the latter is effective in developing not only the speaking skill, but it also increases students’ engagement in the oral classes and enhances their autonomous learning. Following these findings, a seriesof recommendations and suggestions for further research were proposed.
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    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.
    (2021-12-15) 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
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    Effects of Disciplinary Problems and Antisocial Behaviours in Batna Secondary Schools on the Teaching/Learning Process. Doctorat thesis,(2018) Université de Batna 2.
    (2018-11-25) 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.