http://depot.umc.edu.dz/handle/123456789/2503 2026-10-24T11:01:48Z http://depot.umc.edu.dz/handle/123456789/14860 Using mind mapping to develop students’ writing skill Abid Charef, Mouldia; Youcef, Beghoul Brain-friendly teaching aims to find out means to address the human mind and the brain via the known ‘language’. Using images, associations, radiant thinking, and other cognitive funds prove to trigger flawlessly the mental activity and enhance productivity at all levels. Mind Mapping happens to be one of these cognitive means. This study aims at investigating the extent to which Mind Mapping helps to lessen the cognitive demands of the writing task. Besides the cognitive endeavour, it attempts to enhance students’ engagement in the writing process. Hence, it is hypothesized that if second year students at the ENSC used Mind Mapping appropriately as a prewriting strategy, they would write better essays. The theoretical background consists of mind/brain related issues, Mind Mapping’ design and values, and academic writing. The research tools are, basically, Classroom Action Research. In addition to a Students’ Questionnaire and a Teachers’ Survey, there are a Quasi-experiment, where Independent-Samples T-Test and PairedSamples T-Test were used to accounts quantitatively for the findings, the B2- level Cambridge Assessing Writing Performance Checklist (2016), for a qualitative assessment of the writing pieces, and a Padlet to scaffold classroom work. The findings bolstered the positive cognitive and psychological effects of the prewriting technique and the role it played in decreasing the demands of the writing task. More importantly, the treatment upshot a statistical significance of the results obtained buttressed by a qualitative improvement in the Experimental Group’s final drafts. Consequently, the research stressed Brain-based Teaching where autonomy, learning styles and strategies, collaborative learning…etc. were highlighted and, unconditionally, supported with an equal emphasis given to the necessity of training, use, and expansion of the use of this technique to a large scale in the teaching context. 2025-11-26T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14852 For an effective word recognition in specific listening comprehension Nemer, Sonia; Beghoul, Youcef Listening in ESP is more demanding than listening in EGP because it requires quick word recognition and understanding of specialized vocabulary. A Need Analysis is needed to identify learners’ specific listening difficulties and to determine whether teachers’ practices match these needs. This study examines how students and teachers view the skills that support effective word recognition in ESP listening comprehension. The prevailing hypothesis discussed in this study is : There would be a gap between the listening and word recognition needs required in ESP and those required in EGP, and the instructional priorities emphasized by teachers. A mixed method approach used two questionnaires to collect data, one for 130 students and the other one for 30 teachers at the English department of Badji-Mokhtar University- Annaba. The aim is to gain insight into the views of students and teachers about the different skills enhancing listening comprehension, particularly word recognition ability. Additionally, an interview of 30 students and 15 teachers was conducted to confirm the results of the questionnaires. The first two hypotheses are confirmed, but the last two are only partially confirmed. The respondents, on both sides, recognize that listening in ESP requires distinctive skills. However, the two sides significantly diverge in sub-skills prioritization, which indicates the need for an improved needs analysis. A mismatch between teacher instruction perspectives and student difficulties highlights the need for a continuous evaluation of learners to provide relevant syllabi based on their feedback. Furthermore, only a few students reported receiving instruction in comprehension strategies, indicating room for improvement in this area. The findings denote the importance of considering the specific context of ESP when designing listening instruction and provide insights for both teachers and curriculum developers. Enhancing word recognition and skill development in specialized listening comprehension is recommended. 2025-11-20T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14841 The fall of british imperialism as reflected in james gordon farrell’s works Chehboub, Fakia; Mehiri, Ramdane James Gordon Farrell is frequently regarded as one of the most important authors of colonial British literature. In this thesis, examines Farrell’s position as a postcolonial writer and his connection to the issues of imperialism and colonialism. The thesis seeks to explore the many aspects of postcolonial literature present in the trilogy by analysing the master/subaltern relationship through the use of humour and the silence of native characters in the three novels. Farrell uses humour in the Empire Trilogy to visualize the other in two ways: as an Oriental inferior other to maintain his conventional traditional image, and as a Western superior other who makes fun of and undervalues the indigenous. The main argument of this thesis is that Farrell’ Empire Trilogy defies all kinds of restrictive classification. To call Farrell and his works either colonial or anticolonial is to fix him in one category and thus to half-read him. Due to his mixed background, both his works and his life represent a hybrid identity. The theoretical framework is based on Homi K Bhabha’s analysis of the intricate relationship between the identities of the colonizer and the colonized. A thematic reading of The Empire Trilogy shows that though the three novels differ in setting, they all discusses how postcolonial points of view are opposed when British characters are living in a colony, and debates the question of how such colony is perceived and represented. Finally, it is argued that a postcolonial approach which focuses on the issue of diversity and hybridity of the colonial subject contributes in enriching our understanding of Farrell’s complex situation and his relationship with Imperialism. 2025-06-29T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14722 A comparative study of the effects of the integrated-skill and segregated-skill approaches on EFL learners’ speaking proficiency. Arab, Ouided; Belouahem, Riad The present study investigates the effects of the integrated-skill approach (ISA) and the segregated-skill approach (SSA) on the Algerian learners' speaking proficiency (fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation) through a quasiexperimental design. To achieve this aim, 46 first-year students participated in the experiment, which took place during the academic year 2020-2021 at the Department of Letters and the English Language, Frères Mentouri Constantine 1 University. Prior to the treatment, a preliminary study was conducted to track the integration of the four language skills and micro skills in Oral Expression lessons. A questionnaire was completed by 21 Oral Expression teachers and another by 120 first-year students. An interview was also conducted with 22 students to seek more information about skills' integration and the activities used in Oral Expression. As for the experiment, the sample was divided into two equal groups. Over eight weeks, the control group went through the traditional SSA, and the experimental one received instruction via the innovative ISA. The experimental group was assigned a post-intervention questionnaire to elicit information about their attitudes towards the ISA implementation. The preliminary results revealed that speaking was not totally segregated from the other skills, but it was related mainly to listening. Reading was used to a limited extent, and writing was marginalized. The micro skills were arbitrarily incorporated, and the integrated approach was not properly adopted. The t-tests’ results were in favour of the ISA group, which witnessed improvement in speaking proficiency and its component parts. The results of the post-intervention questionnaire displayed participants’ positive attitudes towards ISA. The main implication dictated by this comparative study is that the ISA proved to be more effective than the SSA in fostering students’ speaking proficiency, and thus it is pedagogically recommended. 2024-06-06T00:00:00Z