http://depot.umc.edu.dz/handle/123456789/2501 Thu, 22 Oct 2026 16:26:55 GMT 2026-10-22T16:26:55Z 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. Wed, 26 Nov 2025 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14860 2025-11-26T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14853 .شعر الخضرمة بين الجاهلية وصدر الإسلام دراسة في الأنساق المتعارضة صوان, سماعل; بن زاوي, محمد إنَّ مُدْمِن النَّظر في واقع العرب قبل ظهور الإسلام يقف على جملة من الثَّقافات المُتَوَارَثَة التي خصَّت هذه الفترة، وجعلت لها ميزاتٍ فارقةً تُمَيِّزُ العربَ عن غيرهم من الأجناس البشرية مِمَّا جعل ظهور الدِّين الإسلاميّ نقطة تحوّل عُظْمَى في حياة العرب، كونَه قد عَارَضَ ورفض معظم العادات الثقافية للعرب في شَتَّى المجالات الحياتيَّة، وهو ما أثَّر على الحركة الإبداعيَّة لدى الشعراء المخضرمين الذين عايشوا الجاهليَّة، واصطدموا بواقع الدّين الإسلامي الجديد، فَتَمَثَّلُوا حالاتٍ ثقافيَّةً مستحدثةً أغلبها معارضٌ لما عهدوه وتَرَبَّوْا عليه، ممَّا شَكَّلَ عندهم اضطرابًا مفاهيميًّا وصراعًا فكريًّا جَعَلَ أنساقهم الثَّقافية تتعارض وتتضادُّ في القصيدة الواحدة، وهذا ما جعلني أحاول وَفْقَ آليات النَّقد الثَّقافيّ كَشْفَ هذه الأنساق المتعارضة في الدَّواوين الشّعريَّة لمجموعةٍ من مخضرمي صدر الإسلام، حيث تَوَصَّلْتُ من خلالها إلى حقيقة الصّراع النَّسقيّ الثَّقافيّ المُتَجَسِّد في شعر هؤلاء وفي القصيدة الواحدة، وأَبْرَزْتُ القلقَ الإبداعيَّ النَّاتج عن تصادم الحضارات عندهم، كما تَبَدَّى لي جليًّا في ضوء هذه الدّراسة الخوفُ الإبداعيُّ لدى المخضرمين من خلال انجذابهم وحنينهم الجارف للموروث الجاهليّ في عمق قصائدهم الإسلامية؛ تَحَسُّرًا على الماضي العتيق، وخَوْفًا من أُطُرِ الحاضر المُقْنِع، واعتيادًا على بناءاتٍ فنيَّةٍ متجذِّرةٍ، ناقَضَت في ظاهرها المبادئ الإسلاميَّة الحديثة، كونَها تُمثّل صورة الكمال الإبداعيّ عندهم، وكأنَّ أمْرًا مَا يجُرُّهُم إلى الهروب والارتماء بين أحضان العادات الإبداعيّة القديمة، وعدم الاعتراف بواقعٍ يخْنُقُ إِبْدَاعَهُمْ. Anyone who looks closely at the reality of the Arabs before the rise of Islam will encounter a collection of inherited cultures specific to that period. These cultures gave the Arabs distinct characteristics، setting them apart from other peoples which made the appearance of Islam a major turning point in their lives. That's because Islam rejected and opposed the cultural customs of the Arabs in various aspects of life. This had a significant impact on the creative output of the ""Mukhadram "" poets، who had lived through the Jahiliyyah era and were confronted with the new reality of Islam. They adopted new cultural states، most of which conflicted with what they were accustomed to and raised with. This created a conceptual turmoil and an intellectual conflict، causing their cultural patterns to clash and contradict each other within a single poem. Using the mechanisms of cultural criticism، I have tried to reveal these clashing patterns in the poetry collections of a group of ""Mukhadram"" poets from the early Islamic era. Through my analysis، I have uncovered the reality of this cultural pattern clash in their poetry، and within the same poem. I have also highlighted the creative anxiety resulting from the collision of civilizations for them. My study also clearly revealed the creative fear among the ""Mukhadram"" poets. This fear is evident in their overwhelming attraction and yearning for their Jahiliyyah heritage، which is often deeply embedded in their Islamic-era poems. This behaviour reflects their regret for the ancient past and their fear of the limitations of the new present، along with their reliance on deeply rooted artistic structures. These structures overtly contradicted modern Islamic principles، as they represented a form of creative perfection for them، as something was pulling them to escape and seek refuge in old creative habits، refusing to acknowledge a new reality that was stifling their creativity. Mon, 26 Jan 2026 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14853 2026-01-26T00:00:00Z 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. Thu, 20 Nov 2025 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14852 2025-11-20T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14849 Pour une nouvelle perspective d‘enseignement/apprentissage de la littérature en classe de FLE Benalla, Abdesalem; Laraoui, Nour El Houda Literature and French as a foreign language have marked the history of language learning methodologies. Changes in methodological approaches have generated distinct pedagogical situations depending on social contexts and cultural transformations. Technological advances have rendered conventional forms and methods of teaching obsolete, giving way to new, more motivating and innovative educational trends. Thanks to technology, distance learning via platforms such as Moodle and blended learning have recently emerged and have grown with the COVID-19 pandemic. Our contribution is part of this perspective. To this end, we conducted an experiment using the ""Telum"" platform with electrical engineering students, which took place in three phases: a preliminary survey to determine their level of French; integration of the course into Moodle, using a poem from Victor Hugo's ""Melancholy""; and an evaluation of the program through surveys and vocabulary retention tests. Analysis of the results revealed strong enthusiasm for the Moodle-based teaching approach. The vocabulary retention test revealed that 25.64% of students retained 90% of the words studied, while 69.23% had memorized at least 50% of the vocabulary nearly two months after the end of the course. This study demonstrates the effectiveness of using Moodle as a language learning system, with a significant increase in student motivation compared to traditional literature instruction. Tue, 16 Dec 2025 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14849 2025-12-16T00:00:00Z