Éditeur جامعة الدكتور محمد لمين دباغين
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سطيف
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الوثائق الموجودة عند هدا الناشر (1583)
Affiner la rechercheDeveloping the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University / Kichou Hanane
عنوان : Developing the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University نوع الوثيقة : نص مطبوع مؤلفين : Kichou Hanane, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse ناشر : سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين تاريخ النشر : 2018 عدد الصفحات : 311p Ill. : couv en coul الماديات المرافقة : cd الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي خلاصة : Although web 2.0 applications are growing more and more popular among this generation's learners, and are the kernel of research throughout the world, they are still considered an unexplored area of research in Algeria, and evidence of its effectiveness educationally is hitherto indefinite. Consequently, the main aim of this thesis is to investigate the effectiveness of integrating Web 2.0 technology into classroom learning to develop students' writing skill, as well as students' perceptions of applying these tools. In this study, therefore, it is hypothesized that students' writing skill in form and content may be enhanced by the involvement of web 2.0 technology. For this end, the quasi-experimental design was the most congruent design to be followed as two intact second year groups were assigned to participate in the study, and were not randomly selected. The experimental group (N=30) underwent a treatment of studying in class and writing using web 2.0 tools while the control group (N=35) received writing in class solely, and both groups were assigned to write paragraphs. The Mixed method approach was utilized to collect data, including a questionnaire, students' pretest and posttest paragraph scores, students' online paragraphs as corpus, and an interview. The results revealed that there was a statistically significant difference between students in the experimental group and students in the control group paragraph writing skills. Also, a statistically significant difference was found in paragraph writing within the experimental group before and after the involvement in web 2.0 writing. Beside, participants' perceptions were positive towards the use of web 2.0 to develop their writing skill. The outcomes of the study will be particularly helpful to teachers to enhance the use of web 2.0 technologies in their teaching and learning practices, to students to meet their learning needs and preferences as digital savvy learners, and to curriculum designers to consider technology integration into the curriculum في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/993 Developing the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University [نص مطبوع ] / Kichou Hanane, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2018 . - 311p : couv en coul + cd.
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي خلاصة : Although web 2.0 applications are growing more and more popular among this generation's learners, and are the kernel of research throughout the world, they are still considered an unexplored area of research in Algeria, and evidence of its effectiveness educationally is hitherto indefinite. Consequently, the main aim of this thesis is to investigate the effectiveness of integrating Web 2.0 technology into classroom learning to develop students' writing skill, as well as students' perceptions of applying these tools. In this study, therefore, it is hypothesized that students' writing skill in form and content may be enhanced by the involvement of web 2.0 technology. For this end, the quasi-experimental design was the most congruent design to be followed as two intact second year groups were assigned to participate in the study, and were not randomly selected. The experimental group (N=30) underwent a treatment of studying in class and writing using web 2.0 tools while the control group (N=35) received writing in class solely, and both groups were assigned to write paragraphs. The Mixed method approach was utilized to collect data, including a questionnaire, students' pretest and posttest paragraph scores, students' online paragraphs as corpus, and an interview. The results revealed that there was a statistically significant difference between students in the experimental group and students in the control group paragraph writing skills. Also, a statistically significant difference was found in paragraph writing within the experimental group before and after the involvement in web 2.0 writing. Beside, participants' perceptions were positive towards the use of web 2.0 to develop their writing skill. The outcomes of the study will be particularly helpful to teachers to enhance the use of web 2.0 technologies in their teaching and learning practices, to students to meet their learning needs and preferences as digital savvy learners, and to curriculum designers to consider technology integration into the curriculum في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/993 Exemplaires(2)
Call number Media type Location وضع E/56 Thèse salle de lecture مستتنى من الاعارة E/91 Thèse salle de lecture مستتنى من الاعارة
عنوان : Developing the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University نوع الوثيقة : نص مطبوع مؤلفين : Kichou Hanane, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse ناشر : سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين تاريخ النشر : 2018 عدد الصفحات : 311p Ill. : couv en coul الماديات المرافقة : cd الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي خلاصة : Although web 2.0 applications are growing more and more popular among this generation's learners, and are the kernel of research throughout the world, they are still considered an unexplored area of research in Algeria, and evidence of its effectiveness educationally is hitherto indefinite. Consequently, the main aim of this thesis is to investigate the effectiveness of integrating Web 2.0 technology into classroom learning to develop students' writing skill, as well as students' perceptions of applying these tools. In this study, therefore, it is hypothesized that students' writing skill in form and content may be enhanced by the involvement of web 2.0 technology. For this end, the quasi-experimental design was the most congruent design to be followed as two intact second year groups were assigned to participate in the study, and were not randomly selected. The experimental group (N=30) underwent a treatment of studying in class and writing using web 2.0 tools while the control group (N=35) received writing in class solely, and both groups were assigned to write paragraphs. The Mixed method approach was utilized to collect data, including a questionnaire, students' pretest and posttest paragraph scores, students' online paragraphs as corpus, and an interview. The results revealed that there was a statistically significant difference between students in the experimental group and students in the control group paragraph writing skills. Also, a statistically significant difference was found in paragraph writing within the experimental group before and after the involvement in web 2.0 writing. Beside, participants' perceptions were positive towards the use of web 2.0 to develop their writing skill. The outcomes of the study will be particularly helpful to teachers to enhance the use of web 2.0 technologies in their teaching and learning practices, to students to meet their learning needs and preferences as digital savvy learners, and to curriculum designers to consider technology integration into the curriculum في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/993 Developing the Writing Skill through the Integration of Web 2.0 Technology into Classroom Learning: The Case of Second Year Students of English at Farhat Abbes University [نص مطبوع ] / Kichou Hanane, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2018 . - 311p : couv en coul + cd.
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي خلاصة : Although web 2.0 applications are growing more and more popular among this generation's learners, and are the kernel of research throughout the world, they are still considered an unexplored area of research in Algeria, and evidence of its effectiveness educationally is hitherto indefinite. Consequently, the main aim of this thesis is to investigate the effectiveness of integrating Web 2.0 technology into classroom learning to develop students' writing skill, as well as students' perceptions of applying these tools. In this study, therefore, it is hypothesized that students' writing skill in form and content may be enhanced by the involvement of web 2.0 technology. For this end, the quasi-experimental design was the most congruent design to be followed as two intact second year groups were assigned to participate in the study, and were not randomly selected. The experimental group (N=30) underwent a treatment of studying in class and writing using web 2.0 tools while the control group (N=35) received writing in class solely, and both groups were assigned to write paragraphs. The Mixed method approach was utilized to collect data, including a questionnaire, students' pretest and posttest paragraph scores, students' online paragraphs as corpus, and an interview. The results revealed that there was a statistically significant difference between students in the experimental group and students in the control group paragraph writing skills. Also, a statistically significant difference was found in paragraph writing within the experimental group before and after the involvement in web 2.0 writing. Beside, participants' perceptions were positive towards the use of web 2.0 to develop their writing skill. The outcomes of the study will be particularly helpful to teachers to enhance the use of web 2.0 technologies in their teaching and learning practices, to students to meet their learning needs and preferences as digital savvy learners, and to curriculum designers to consider technology integration into the curriculum في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/993 Exemplaires(0)
وضع أي نسخة
عنوان : L'intégration des TICE (la tablette tactile) et leur impact sur l'Enseignement/Apprentissage de la production écrite. Cas de la quatrième année moyenne نوع الوثيقة : نص مطبوع مؤلفين : Saida Radjah, مؤلف ; Dr. REGGAD، Fouzia, Directeur de thèse ناشر : سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين تاريخ النشر : 2016/2017 عدد الصفحات : 147P Ill. : غلاف كارتوني الأبعاد : 21*28 الماديات المرافقة : قرص مضغوط اللغة : فرنسي (fre) الكلمة المفتاح : Département de Langue et Littérature Françaises TICE:ensenignement,apprentissage,motivation,production ecrite خلاصة : De nos jours, on ne doute pas de l'incidence positive que peuvent avoir les Technologies de l'information et de la communication (TIC) sur l'enseignement. Ainsi, on assiste à l'ouverture des écoles ou des universités à ces nouvelles technologies. La présente étude sera réalisée dans le souci de mesurer l'apport réel de ces nouvelles technologies à l'enseignement moyen. Elle vise à montrer la contribution des TICE au développement et à la qualité de l'enseignement de la production écrite à l'aide des tablettes tactiles. Pour ce faire, les informations seront recueillies à partir d'une expérimentation et d'un questionnaire administré aux apprenants. Cette modeste étude va également permettre d'énumérer les problèmes qui entravent l'usage des TICE au moyen et de proposer des modèles d'action à privilégier, aussi bien par les autorités que par les acteurs (enseignants et étudiants), pour améliorer la qualité du processus enseignement/apprentissage grâce à l'utilisation des TICE dans le monde éducatif algérien L'intégration des TICE (la tablette tactile) et leur impact sur l'Enseignement/Apprentissage de la production écrite. Cas de la quatrième année moyenne [نص مطبوع ] / Saida Radjah, مؤلف ; Dr. REGGAD، Fouzia, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2016/2017 . - 147P : غلاف كارتوني ; 21*28 + قرص مضغوط.
اللغة : فرنسي (fre)
الكلمة المفتاح : Département de Langue et Littérature Françaises TICE:ensenignement,apprentissage,motivation,production ecrite خلاصة : De nos jours, on ne doute pas de l'incidence positive que peuvent avoir les Technologies de l'information et de la communication (TIC) sur l'enseignement. Ainsi, on assiste à l'ouverture des écoles ou des universités à ces nouvelles technologies. La présente étude sera réalisée dans le souci de mesurer l'apport réel de ces nouvelles technologies à l'enseignement moyen. Elle vise à montrer la contribution des TICE au développement et à la qualité de l'enseignement de la production écrite à l'aide des tablettes tactiles. Pour ce faire, les informations seront recueillies à partir d'une expérimentation et d'un questionnaire administré aux apprenants. Cette modeste étude va également permettre d'énumérer les problèmes qui entravent l'usage des TICE au moyen et de proposer des modèles d'action à privilégier, aussi bien par les autorités que par les acteurs (enseignants et étudiants), pour améliorer la qualité du processus enseignement/apprentissage grâce à l'utilisation des TICE dans le monde éducatif algérien Exemplaires(1)
Call number Media type Location وضع F/121 Livre salle de lecture مستتنى من الاعارة
عنوان : The Role of Self-monitoring and Self-correction Strategies in Improving Written Language and Promoting Learners Autonomy. The Case of Second Year Students in Sétif University نوع الوثيقة : نص مطبوع مؤلفين : Bouzeraa wafia, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse ناشر : سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين تاريخ النشر : 2018 عدد الصفحات : 345p Ill. : غلاف كارتوني الأبعاد : 28*21سم اللغة : Anglais moyen (ca.1100-1500) (enm) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Corrective feedback, Learner autonomy, Self-correction, Self-monitoring, Writing instruction, Writing strategies. خلاصة : Assisting the students in improving the quality of their written productions requires enhancing their writing strategies and empowering them to become autonomous writers. This quasi-experimental study investigated the effects of the use of self-monitoring (SM) and self-correction (SC) on improving the writing quality and on developing more responsible revising habits. Ninety second year students of English at the department of English at Mohamed Lamine Debbaghine Sétif2 University were selected using a proportional stratified sampling procedure to be assigned to a control and an experimental group. Quantitative and qualitative data collection methods were used to answer the research questions guiding this study. Quantitative data consisted of pre-test and post-test scores and close-ended questions of a questionnaire while the qualitative data consisted of paragraph corpus, marginal annotations corpus, and open-ended questions of a questionnaire and an interview. The findings revealed an improvement in the students' paragraph scores and a reduction of their paragraph errors. The analysis of marginal annotations indicated that self-monitoring engaged the participants in reflective and responsible revision. The quantitative data of the questionnaire did not yield any significant differences between both groups' perceptions about the effectiveness of the writing instruction to which they have been exposed while the qualitative data revealed some gains for the experimental group in terms of diagnosing one's weaknesses and using reflection. The major recommendation of this study is that teachers have to opt for developing the strategies that help students improve their writing abilities and fostering more responsibility in paragraph revision. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1060 The Role of Self-monitoring and Self-correction Strategies in Improving Written Language and Promoting Learners Autonomy. The Case of Second Year Students in Sétif University [نص مطبوع ] / Bouzeraa wafia, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2018 . - 345p : غلاف كارتوني ; 28*21سم.
اللغة : Anglais moyen (ca.1100-1500) (enm)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Corrective feedback, Learner autonomy, Self-correction, Self-monitoring, Writing instruction, Writing strategies. خلاصة : Assisting the students in improving the quality of their written productions requires enhancing their writing strategies and empowering them to become autonomous writers. This quasi-experimental study investigated the effects of the use of self-monitoring (SM) and self-correction (SC) on improving the writing quality and on developing more responsible revising habits. Ninety second year students of English at the department of English at Mohamed Lamine Debbaghine Sétif2 University were selected using a proportional stratified sampling procedure to be assigned to a control and an experimental group. Quantitative and qualitative data collection methods were used to answer the research questions guiding this study. Quantitative data consisted of pre-test and post-test scores and close-ended questions of a questionnaire while the qualitative data consisted of paragraph corpus, marginal annotations corpus, and open-ended questions of a questionnaire and an interview. The findings revealed an improvement in the students' paragraph scores and a reduction of their paragraph errors. The analysis of marginal annotations indicated that self-monitoring engaged the participants in reflective and responsible revision. The quantitative data of the questionnaire did not yield any significant differences between both groups' perceptions about the effectiveness of the writing instruction to which they have been exposed while the qualitative data revealed some gains for the experimental group in terms of diagnosing one's weaknesses and using reflection. The major recommendation of this study is that teachers have to opt for developing the strategies that help students improve their writing abilities and fostering more responsibility in paragraph revision. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1060 Exemplaires(2)
Call number Media type Location وضع E/57 Thèse salle de lecture مستتنى من الاعارة E/99 Thèse salle de lecture مستتنى من الاعارة
عنوان : The Role of Self-monitoring and Self-correction Strategies in Improving Written Language and Promoting Learners Autonomy. The Case of Second Year Students in Sétif University نوع الوثيقة : نص مطبوع مؤلفين : Bouzeraa wafia, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse ناشر : سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين تاريخ النشر : 2018 عدد الصفحات : 345p Ill. : غلاف كارتوني الأبعاد : 28*21سم اللغة : Anglais moyen (ca.1100-1500) (enm) الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Corrective feedback, Learner autonomy, Self-correction, Self-monitoring, Writing instruction, Writing strategies. خلاصة : Assisting the students in improving the quality of their written productions requires enhancing their writing strategies and empowering them to become autonomous writers. This quasi-experimental study investigated the effects of the use of self-monitoring (SM) and self-correction (SC) on improving the writing quality and on developing more responsible revising habits. Ninety second year students of English at the department of English at Mohamed Lamine Debbaghine Sétif2 University were selected using a proportional stratified sampling procedure to be assigned to a control and an experimental group. Quantitative and qualitative data collection methods were used to answer the research questions guiding this study. Quantitative data consisted of pre-test and post-test scores and close-ended questions of a questionnaire while the qualitative data consisted of paragraph corpus, marginal annotations corpus, and open-ended questions of a questionnaire and an interview. The findings revealed an improvement in the students' paragraph scores and a reduction of their paragraph errors. The analysis of marginal annotations indicated that self-monitoring engaged the participants in reflective and responsible revision. The quantitative data of the questionnaire did not yield any significant differences between both groups' perceptions about the effectiveness of the writing instruction to which they have been exposed while the qualitative data revealed some gains for the experimental group in terms of diagnosing one's weaknesses and using reflection. The major recommendation of this study is that teachers have to opt for developing the strategies that help students improve their writing abilities and fostering more responsibility in paragraph revision. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1060 The Role of Self-monitoring and Self-correction Strategies in Improving Written Language and Promoting Learners Autonomy. The Case of Second Year Students in Sétif University [نص مطبوع ] / Bouzeraa wafia, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2018 . - 345p : غلاف كارتوني ; 28*21سم.
اللغة : Anglais moyen (ca.1100-1500) (enm)
الكلمة المفتاح : Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Corrective feedback, Learner autonomy, Self-correction, Self-monitoring, Writing instruction, Writing strategies. خلاصة : Assisting the students in improving the quality of their written productions requires enhancing their writing strategies and empowering them to become autonomous writers. This quasi-experimental study investigated the effects of the use of self-monitoring (SM) and self-correction (SC) on improving the writing quality and on developing more responsible revising habits. Ninety second year students of English at the department of English at Mohamed Lamine Debbaghine Sétif2 University were selected using a proportional stratified sampling procedure to be assigned to a control and an experimental group. Quantitative and qualitative data collection methods were used to answer the research questions guiding this study. Quantitative data consisted of pre-test and post-test scores and close-ended questions of a questionnaire while the qualitative data consisted of paragraph corpus, marginal annotations corpus, and open-ended questions of a questionnaire and an interview. The findings revealed an improvement in the students' paragraph scores and a reduction of their paragraph errors. The analysis of marginal annotations indicated that self-monitoring engaged the participants in reflective and responsible revision. The quantitative data of the questionnaire did not yield any significant differences between both groups' perceptions about the effectiveness of the writing instruction to which they have been exposed while the qualitative data revealed some gains for the experimental group in terms of diagnosing one's weaknesses and using reflection. The major recommendation of this study is that teachers have to opt for developing the strategies that help students improve their writing abilities and fostering more responsibility in paragraph revision. في الخط : http://dspace.univ-setif2.dz/xmlui/handle/123456789/1060 Exemplaires(0)
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