Mémoires de Master

Permanent URI for this collectionhttp://recrutement.univ-ghardaia.dz.dz/handle/123456789/95

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Subject: search.filters.subject.Writing skill

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    Grammar and it’s Effect on the Process of Writing Skill A case study First Year English Licence Students at the University of Ghardaia
    (جامعة غرداية, 2023) Rihana, MEGHAZI; Zineb, SAYEH
    The present dissertation aims at investigating the effect of grammar rules on the process of writing skill among first-year Licence’s students of English as a foreign language at the department of English language at the University of Ghardaia. Actually, those students face several difficulties while writing, and this might be due to their lack of grammar competence. A sample of thirty licence’s students from a general population of tw o hundred seventy were taken part in this research. To carry out this study, the data were collected using the questionnaire tool. The results obtained from the students’ questionnaire revealed that, the majority of students participating in this research lack the mastery of the grammatical rules, and this was reflected in their responses.
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    The Impact of Using Visual Aids on Improving EFL Learners’ Writing Skills: The Case of 4th Year EFL Students of Ali Ibn Abi Talib Middle School Ghardaia
    (جامعة غرداية, 2023) Amal, BEN HAMMOUDA; Soumaia, KADRI
    The present study examines the effect of using visual aids on improving pupils’ writing skills at middle school. To achieve this end, thirty-seven (37) pupils of fourth-year level were chosen from the population of Ali Ben Abi Taleb Middle School in Ghardaia as participants of this study. The group was selected for the purpose of conducting an experiment on the effect of the independent variable “using visual aids” on the dependent variable “teaching writing skill”. The data gathering tools that were used to carry this investigation were, a pretest, a posttest, and a teachers’ questionnaire. Firstly, a pretest which consisted of an activity about writing a paragraph about a favorite teacher was administered to the selected group. Then, it has received treatment as the experiment procedure requires but with different teaching techniques, i.e., the selected group was taught through using different kinds of visual aids. After the treatment period (two weeks), a post-test comprising an activity about writing a letter to the freedom fighter Zohra Drif was administered to the same group. After collecting and analyzing the required results, we have deduced that visual aids have a positive effect on teaching writing regarding the pupils’ best performance in the post test. In addition, we realized that there was a significant difference between pre-test and post-test results. So, we can validate our hypothesis and conclude that visual aids enhance the teaching of writing skills because they increase memorization, acquisition, and comprehension.
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    Investigating the Implementation of Formative Assessment and Feedback in Enhancing Students’ Writing Skill Case Study: Third- Year students at Hadj Allal Ben Baitour Secondary School
    (جامعة غرداية, 2023) Kelthoum, BOUBOULA; Fatima Zahra, ZITOUT
    The present study attempts to investigate the implementation of formative assessment and feedback and their importance in enhancing EFL students‟ writing skills. It aims to identify if teachers implement Formative assessment and feedback techniques during writing sessions to help their students to be skillful writers with competent level to achieve further academic and future professional experiences. We further attempted to explore the barriers that both students and teachers encounter during writing sessions and their attitude towards implementing these approaches. In order to confirm our hypotheses, two instruments are used in this investigation to collect data; a students‟ questionnaire and a teachers‟ interview. The students‟ questionnaire was addressed to 50 third-year students at Hadj Allal Ben Baitour secondary school and the interview was with two teachers of the same school. The study concludes that formative assessment and feedback are used by teachers to assess their students‟ writing and guide them towards upgrading their level. In addition, the implementation of these approaches have a positive impact on students‟ level of writing and create for them a vital, secure atmosphere in order to present a creative English production.