http://depot.umc.edu.dz/handle/123456789/2502 Thu, 30 Apr 2026 21:15:37 GMT 2026-04-30T21:15:37Z 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. Thu, 06 Jun 2024 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14722 2024-06-06T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14682 The effect of extensive reading on EFL students’ writing performance and reading attitudes Zerrouki, Souaad; Merrouche, Sarah The ER approach is widely acclaimed owing to its acknowledged linguistic and affective benefits. However, its implementation in EFL classrooms remains surprisingly limited. This study investigates whether ER enhances students’ writing performance, considering five aspects: content, organisation, grammatical accuracy, vocabulary, and mechanics. It also attempts to establish if ER has a positive effect on students’ attitudes towards reading in English. To achieve these aims, a mixed-methods design was adopted. Fifty-seven PhD students studying various academic disciplines at Larbi Ben M’Hidi University— Oum El Bouaghi, Algeria, were recruited through convenience sampling and were divided into an experimental group (n=28) and a control group (n=29). Both groups sat a paragraph writing test at the outset of the quasi-experiment. Then, the experimental subjects responded to a pre-treatment attitudinal questionnaire and engaged in ER using simplified materials both in and outside the classroom for five months. At the end of the treatment, they submitted reflective texts describing their reading experiences before and after ER and completed the post-treatment questionnaire. Subsequently, all the participants took the writing test again. The quantitative data were analysed using SPSS v.28, while Nvivo v.12 was employed to conduct a thematic analysis for the qualitative data. The Mann-Whitney U test proved that the experimental group outperformed the control group not only in the overall writing performance, but also in each of the five aspects. The thematic analysis indicated that students had initial negative feelings about EFL reading, but these feelings became positive after doing ER. Additionally, the Wilcoxon Signed-Rank Test run on the findings of the questionnaire confirmed that ER caused a positive change in students’ attitudes towards EFL reading. These results suggest that ER positively influences the PhD students’ writing performance and reading attitudes. Sun, 20 Jul 2025 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14682 2025-07-20T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14597 The significance of the Watergate Scandal and its impact on the American political arena. Boulahlib, Assia; Hamadouche, Fatima The thesis delves into the Watergate scandal, a turning point in the American history, and its perennial reverberations that drastically altered the U.S. political framework. The study examines the significance of the scandal along with its profound impacts on politics. The origins, expansion and repercussion of the scandal are essential aspects to determine the means through which a crisis sparked into a prominent transition of political institutions, public engagement and perceptions and resulted in the infamous resignation of President Richard Nixon. The comprehensive archival research, qualitative and quantitative analyses ofdata endorsed this thesis to expose the significance of the Watergate that prolongs beyond theimminent failure of President Richard Nixon. It contends that the scandal brought about a substantial number of institutional amendments targeting campaign finance law, ethical rules and the dynamics of legislative-executive powers. Moreover, it digs into the transformation ofAmerican political culture with the deterioration of public trust in their government through simultaneous invigoration of civic engagement and investigative journalism. The scandal’s long-lasting legacy is unquestionably integrated in the shifts it created in presidents’ liability, congressional observation procedures and media’s involvement in politics. The thesis is also an examination of how the scandal altered political behavior especially in the voting process and public figures’ conduct. The current study broadens our understanding of the influence of a political scandal in converting political systems through locating the Watergate within the broader framework of American political development. It provides genuine insights into the lasting consequences of political scandals and intricate interactions of institutional structures and political culture that forge democratic governance. Tue, 18 Feb 2025 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14597 2025-02-18T00:00:00Z http://depot.umc.edu.dz/handle/123456789/14590 The implementation of a participatory action research program to enhance pre-service teachers’ reflective abilities Benhamlaoui, Lamine; Hamada, Hacene This study is a quasi-experimental exploration of Participatory Action Research (PAR) as a means to enhance reflective abilities in pre-service teachers at the Teacher Training School of Constantine (ENSC) in Algeria, starting from their 2nd year, and juxtaposing it with Traditional Instruction (TI). Through three phases, each targeting distinct capacities like critical reading, reflective writing, and problem-solving, the PAR program was purposefully and specifically designed in alignment with PAR principles. Acknowledging the vital role of reflection in teaching, this research underscores the existing incongruence in the approach to research sections in teacher training programs. In this study, it is hypothesized that early involvement of preservice teachers in PAR-oriented training is expected to significantly enhance their reflective abilities. The research methodology employed a pre-post design, using tests and reflective journals as integral research tools, with subsequent content analysis procedures applied for data analysis. Employing Kember et al.'s (2008) coding scheme and SPSS-driven quantitative analysis across four phases, including t-tests, mixed-design, repeated-measures ANOVA, and contrast tests, the study uncovered robust support for the PAR program's efficacy in nurturing reflective abilities among pre-service teachers, albeit with unexpected findings. In summation, this research advocates for the early infusion of PAR as a guiding philosophy in pre-service teacher education, striving to produce educators capable of genuine and meaningful reflection, thereby illuminating the transformative potential of PAR and reflective practices in shaping the future profile of educators, with profound implications for teacher education and professional development. Sat, 13 Apr 2024 00:00:00 GMT http://depot.umc.edu.dz/handle/123456789/14590 2024-04-13T00:00:00Z