Department of Foreign Languagesقسم اللغات الأجنبيةhttp://173.13.1.9:8080/xmlui/handle/123456789/932024-03-28T09:04:40Z2024-03-28T09:04:40ZThird Year Primary School English Textbook AnalysisAissa, BOUSNANEKarim, HADJ HAMEDhttp://173.13.1.9:8080/xmlui/handle/123456789/67732024-01-16T10:21:14Z2023-01-01T00:00:00ZThird Year Primary School English Textbook Analysis
Aissa, BOUSNANE; Karim, HADJ HAMED
Implementing English in primary school for the second time presents a new challenge for the ministry of education and book designers to give birth to a suitable and convenient textbook. The present study aims atanalyzingthe current English textbook which is addressed for third year grade, in order to check the appropriateness of the content, achievements of learners’ needs and meeting teachers’ expectations. In order to tackle this issue, an online questionnaire was used as a research tool to gather data.The questionnaire was answered by sixteen (16) English primary teacher from state and private schools.The results obtained, concludes that teachers’ views vary towards the textbook through theanswered questions.
2023-01-01T00:00:00ZInvestigating EFL Learners’ Writing Performance Using QuillBot and Grammarly: The Case of Third Year Students at the Department of English - Ghardaia UniversitySara, LAGRAARiyane, DAHMANEhttp://173.13.1.9:8080/xmlui/handle/123456789/67722024-01-16T10:17:54Z2023-01-01T00:00:00ZInvestigating EFL Learners’ Writing Performance Using QuillBot and Grammarly: The Case of Third Year Students at the Department of English - Ghardaia University
Sara, LAGRAA; Riyane, DAHMANE
Writing academically can be unwelcome and challenging for some learners. Thanks to the contributions of technology, several applications featured by artificial intelligence have emerged to assist students in performing their writing tasks, including Grammarly and QuillBot. For that, this research is conducted to investigate EFL learners’ writing performance using the aforementioned application. It aims to confirm the effectiveness of these applications in enhancing EFL learners’ writing performance. To achieve this aim, a
descriptive method with a qualitative approach was employed to analyze the collected data
that arose from a questionnaire which targeted forty-six Third Year students and seven teachers, at the English Department of Ghardaia University. The results showed that Third Year students have favorable opinions on using them as guaranteed applications to check mistakes, acquire new vocabulary, and express and organize ideas. Nevertheless, teachers recommend their students to be responsible in dealing with those applications.
2023-01-01T00:00:00ZCritical Discourse Analysis as an Approach for Enhancing Critical Awareness The study case of Third-Year Literature Class at English department at Ghardaia UniversityLydia, SOUAGUIhttp://173.13.1.9:8080/xmlui/handle/123456789/67712024-01-15T14:04:16Z2023-01-01T00:00:00ZCritical Discourse Analysis as an Approach for Enhancing Critical Awareness The study case of Third-Year Literature Class at English department at Ghardaia University
Lydia, SOUAGUI
This study investigates the use of Critical Discourse Analysis (CDA) as an approach to enhance critical awareness among third-year students in literature class at the English Department of Ghardaia University. The research aims to determine the role of teaching CDA in fostering critical thinking beyond textual analysis. Employing a mixed method approach, the study combines qualitative procedures for data gathering and analysis. Forty third-year students participated in an online questionnaire, revealing that teaching CDA effectively enhances students’ critical awareness. The findings highlighted the significance of CDA in promoting critical thinking among students.
2023-01-01T00:00:00ZInvestigating The Use Of Monitor Hypothesis In EFL Oral Classes A Case Study Of Third Year Students Of English At The Department Of English Language At Ghardaia UniversityAsma, LAROUISoumia, HADJ KOUIDERhttp://173.13.1.9:8080/xmlui/handle/123456789/67702024-01-15T14:00:27Z2023-01-01T00:00:00ZInvestigating The Use Of Monitor Hypothesis In EFL Oral Classes A Case Study Of Third Year Students Of English At The Department Of English Language At Ghardaia University
Asma, LAROUI; Soumia, HADJ KOUIDER
The students of 3rd year English Licence at Ghardaia University often face some obstacles while speaking and that reveal itself during oral classes. Hence, this research aims to investigate the use of monitor hypothesis in EFL oral classes by seeking to promote it on them in as much as its effectiveness in teaching and acquiring knowledge. This thesis research is divided into two parts; theoretical and Practical. The theoretical one contains two chapters which provide the reader with a general review of second language acquisition and spot light on the application of monitor hypothesis in oral classes. And for the practical one, it includes one chapter, which analyses and interprets the collected data on the use of Monitor Hypothesis in EFL Oral Classes. The present study is limited to third year students and teachers of English at the department of English at Ghardaia University by using questionnaire. The results revealed that the educational environment in oral classes do not permit to monitor hypothesis to exist, taking into account no program to involve and the lack of methods to enhance.
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