Thèse de Doctorat

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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.
    (University of Batna 2, 3/16/2017) 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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    Introducing Authentic Materials to Develop Students’ Academic Writing Style. The case of second year Students of English at Batna University.Doctorat thesis,(2014) Université de Batna 2.
    (University of Batna 2, 3/17/2017) Hellalet Souhila
    Modern theories in Education advocate the combination of the teacher’s power of transmitting knowledge with some other facilitating tools and equipments .In the case of foreign language teaching, the inclusion of authentic materials proved its efficiency and gained large support among its users. The primary aim of this research is to investigate one of the most controversial and problematic subjects in the domain of English language teaching. It aims at developing the academic writing style using authentic written texts as teaching inputs in grammar with second year students of English at the University of Batna .Following a combination of an experimental and descriptive approach, we could confirm the hypothesis that in a course consisting of grammar as theoretical framework, academic style can be developed through exposure to authentic language. The main significant results obtained in the field of our investigation converge to recommend that teaching writing can also be the fruit of combined courses . In a context where native language is the primary input, complementarity of objectives fosters learning. To the students, continuous exposure to authentic materials will likely help them discover other aspects of the foreign language which are not always part of the academic programs
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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.
    (University of Batna 2, 3/16/2017) 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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    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.
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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.
    (University of Batna 2, 9/18/2017) 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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    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.
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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.
    (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.
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    Englishness and Universality in Jane Austen’s Pride and Prejudice: Cultural and Psychological Perspectives. An Analytical Study. Doctorat thesis,(2018) Université de Batna 2
    (University of Batna 2, 3/5/2018) NEZZAR Kenza
    This study is concerned with the cultural and psychological analysis of Austen’s “Pride and Prejudice”highlightingboth the Englishness of the novel and its universality and proving that these twodo not function as a dichotomy in the novel. The work tries to shedsome light onthe eighteenth and early nineteenth century English society’s lifeandidiosyncrasies,to see how Austen succeeded despite her few travels and narrow scopeto portray the English upper and middle classes of the time making the novel an expression of Englishness. Using newHistoricism as a critical approach, we try tocontextualizethe novel and study it from acultural perspective, for, as it is assumed, novels are an expression of social life and cultural identity. This approach enabledfor an examination of both how the writer's times affected the work and how the work reflects the writer's times. In the second place, we will try to demonstrate the novel’s universality through the use of psychology and psycho criticismto try to see how Austen’s characters represent human types and make readers from different cultures and backgrounds identify with them.Suchattempt,to study the novel allows to advance the thought that Austen was an astute observer of the human character even before the advent of psychology as a human science.This was done by an exploration of the various subconscious processes underlying the novel. We have similarly tried to see the impact this novel has had in inspiring twentieth century novelists and film makers.Ultimately, we tried tentatively to demonstrate that beyond being an expression of Englishness, “Pride and Prejudice” is also evenly a classical universal novel that can appeal to any reader from any culture, and the fact that it stands for a particular cultural identity didn’t undermine its human dimension.
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    The Relationship Between Teaching Materials and Learners’ Motivation and Participation in The Oral Expression Courses. A Case Study Of Second Year Students of English at Batna University. Doctorat thesis,(2018) Université de Batna 2.
    (University of Batna 2, 6/3/2018) LALAOUNA AMEL GAMRA
    This study explores the relationship between the use of songs and videos as instructional resources in order to enhance the level of motivation and the rate of participation of second year students learning English as a foreign language at Batna University. Besides, it focuses on the crucial role of the teacher in providing a favorable classroom atmosphere to facilitate the learning process. It aims to determine whether the use of songs and videos, as instructional materials, helps to enhance learners’ motivation and rate of participation during oral expression classes. It is, hence hypothesized that there is a close relationship between teaching materials, students’ motivation, and students’ rate of participation. This main hypothesis is explicitly restated in three detailed hypotheses: when learners listen to music and songs, they are more motivated and the rate of classroom participation is higher; when they watch videos, they are more motivated and the rate of their participation is higher; and, whenever they are highly motivated, they participate intensively in the classroom. Three questionnaires were administered to a sample of five oral expression teachers, 120-second year students before the experiment, and to the fifteen students who participated in the experiment sessions, as a postexperiment questionnaire. Structured classroom observation grids were used for measuring participants’ motivation and participation. During the experiment sessions, the participants were exposed to different instructional resources including classical materials as opposed to an alternative treatment including songs and videos. The comparison of the obtained motivation and participation scores, using ANOVA, statistic correlation analysis and the postexperiment questionnaire, confirmed the formulated hypotheses of the study. Moreover, after combining the obtained quantitative and qualitative findings, it is determined and also recommended that the use of songs and videos as teaching materials, within a favorable classroom environment provided through the teacher’s attitudes, can considerably motivate students and enhance their participation during oral expression courses
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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.
    (University of Batna 2, 6/28/2018) 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.