Département de langue anglaise
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Item Teaching Writing through the Product Approach Combined with Written Discourse Analysis(University of Batna 2, 2024) ABOUD HENNACHEThe mastery of written expression in a foreign language is a critical component of academic success. Achieving high-quality compositions is a complex and challenging endeavour that entails a comprehensive understanding of the cognitive, linguistic, and psychological aspects of the writing process. The current investigation aims to evaluate the impact of incorporating a Discourse-Based Product Approach in the teaching of writing and composition to the second-year L.M.D students of English at the University of Batna2. This thesis posits that such an approach represents a suitable and effective strategy for addressing the writing deficiencies of students. The research methodology employed in this study integrates both qualitative and quantitative elements, including two questionnaires and a quasi-experimental design using independent groups. 60 second-year L.M.D students and 24 experienced "written expression" teachers participated in the study. The results demonstrate that the proper implementation of a discourse-oriented product approach can bridge the gap between writing instruction and evaluation. This approach enables teachers to prioritise accuracy while considering the students' linguistic and discourse competencies and equips students with the necessary skills to produce effective written products that meet the communicative demands of academic writing.Item A Pragmatic Analysis of Autistic Children: Case of Dar El Amal Wa Tadhamon- Batna(University of Batna 2, 2023) Amina RABEHIDisruption 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.Item African Americans and Racial Inequality in the United States:The Unfinished Business “A Socio-Historical Perspective”(University of Batna 2, 2023) El Ghalia KaabecheAmong 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.Item The Impact of Cultural Knowledge on Listening Comprehension: A Case Study of English Undergraduate Second Year LMD Students at Sétif 2 University(University of Batna 2, 2023) Keraghel LynaCulture-language relationship has led to numerous debates on its role in English skills learning proficiency, particularly listening comprehension in different non-native speaking countries. The current research aims at examining the impact of cultural background knowledge on listening comprehension. The case study selected using non-probability sampling is second-year English as foreign language (EFL) students at setif-2 University. A sample of 41 is divided into two groups, an experimental group (20) and a control group (21). Adopting a quasi-experimental design, the experimental group is taught using a culturally oriented syllabus for two semesters while the control group received no treatment. To observe the level of culture gained and the impact of the treatment received on listening comprehension, participants from both groups are assigned cultural intelligence scale questionnaire and IELTS listening tests in a form of pre-and post-tests. Data obtained are analyzed via the SPSS. The findings reveal that the effect of the experiment is significantly marked (Eta=0.73). Comparing the results of the cultural level test, the experimental group level is higher after the treatment. Also, participants from the experimental group scored higher in the IELTS post-test. That is, the mean value is statistically significant in EG groups themselves (mean difference = 22) and between the CG (mean= 27.40) and EG (mean= 35.14). By the end, participants were satisfied with the integration of cultural content and its positive impact on their listening comprehension achievement. Based on these results, the integration of a culturally-based syllabus is recommended in the teaching of listening comprehension in English as a foreign language classrooms.Item Rethinking US National Security Policy in the 21 ST Century and its Impact on International Educational Policy Decision(University of Batna 2, 2023) GOUDJIL KahinaThis thesis aims to study the progressive development of U.S. National security since 1940, and the prominent threat that comprises its national security policy in the twenty-first century. This work is devoted to diagnosing the U.S. national security development, new tactics and policies, the primary initiatives employed to handle the problem of a new emerging threat of cybersecurity, and its consequences on American national policy. The type of this research is an Exploratory Descriptive Qualitative research EDQ, it examines the advent of a new field of Cyber security as the rising danger to national and international security. It investigates the relationship between agencies and the educational system to mitigate the threat. To analyze and evaluate education's role in creating a cybersecurity workforce to overcome U.S. national security threats, a comprehensive statistical analysis was conducted to determine the effectiveness of higher education in addressing the shortage of skilled workers in cybersecurity, and the extent to which it has reduced U.S. vulnerabilities to cybercrimes. The work will demonstrate if expanding cybersecurity in higher education has contributed to developing a pipeline of human cybersecurity capital. Despite the efforts that programs in higher education have made, the study’s findings show that the United States is still susceptible and vulnerable to cybercrime. Higher education has helped offset the problem of labor shortage, but it has not been enough to eradicate or diminish the country’s cyber risks. As the results illustrate, higher education played and still plays a crucial role in bridging the skills gap in the cybersecurity sector, but it could not address the country’s cyber risks and diminish the country’s vulnerability to cyberattacks.Item The Effectiveness of Task-Based Language Teaching in Developing EFL Students’ Speaking Performance: The Case of Second Year EFL Students at Batna-2 University.(University of Batna 2, 2023) Nawel CHAOUCHIThe purpose of this research is to investigate the effectiveness of implementing the TaskBased Language Teaching approach (TBLT) on developing speaking performance to second-year EFL students of English at Mostefa Benboulaid Batna-2 University. As a result, we hypothesised that students exposed to the TBLT approach in their learning would outperform their speaking performance than their classmates. A Mixed-Method approach, a combination of quantitative and qualitative research methods, was used to achieve the study’s objectives and aims. This study was carried out in three stages: the preexperimental phase, the experimental phase, and the post-experimental phase. During the pre-experimental phase, the researcher gathered preliminary data to lay the groundwork for the experiment by administering two questionnaires to students and teachers of Englis to determine students’ speaking difficulties and problems and investigate how oral expression is taught to second-year students of English. In order to validate or reject the hypothesis above, we used a quasi-experimental method with two intact groups (experimental and control) and a pre/post-test design during the experimental phase. In terms of the students’ speaking performance, the two intact classes were matched in pairs, and we then had the experimental group of thirty-two (32) students and the control group of thirty-two (32) students. As a result, the experiment was conducted on a sample of 64 second-year students from the English language and literature department during the academic year 2017-2018. An observation grid supported the experiment to provide a clear picture of TBLT implementation in oral classes. In the post-experimental phase, we distributed an attitudes questionnaire to know the students’ views on adopting the TBLT approach in the oral expression course. The findings indicated that students faced speaking difficulties when they want to express their ideas and emotions. More significantly, the results showed that the adoption of the TBLT approach resulted in a statistically significant difference in speaking performance between the two groups in favour of the experimental group. The findings are satisfactory in improving speaking performance; also, students showed positive attitudes towards TBLT implementation. Based on these results, a set of recommendations for students and teachers was provided.Item Investigating the Effect of Asynchronous E-learning on EFL Students’ Grammar Achievement(University of Batna 2, 2022) Amina BENHARAMastering 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.Item Developing Students’ Speaking Skill through “Dogme ELT” Teaching Approach(University of Batna 2, 2022) Mohamed DAGUIANISpeaking 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.Item The Effect of Cooperative Practices on the Opportunities for Learning in EFL Classes(University of Batna 2, 2022) BOUCHAIR YasminaA 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.Item 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 KESKESThis 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.