Cross-linguistic Influence in Structural Errors in EFL Writing / Nour El Houda Djekidel

Public ISBD Titre : Cross-linguistic Influence in Structural Errors in EFL Writing : A Case Study of M1 Learners at the University of Amar Thelidji, Laghouat Type de document : texte manuscrit Auteurs : Nour El Houda Djekidel, Auteur ; Mhamedi, Nadir, Directeur de thèse Editeur : Laghouat : University Amar Telidji - Department of English Année de publication : 2025 Importance : 68 p. Accompagnement : CD Langues : Anglais (eng) Catégories : THESES :20 Langue et litterature anglaise Mots-clés : cross-linguistic influence, contrastive analysis hypothesis, error analysis, Arab EFL learners, structural errors Résumé : This research examines the structural errors observed in M1 EFL learners’ writings at the University of Amar Thelidji in Laghouat, with special emphasis on the learners’ first language influence, Standard Arabic, on their written production. This study aims at identifying the common structural deviations, including grammatical and syntactic errors, and studying their possible sources. A corpus-based design was implemented to collect and analyse learners’ essays besides Rod Ellis’ (2008) framework. In addition, two analytical procedures were also applied to ensure systematic and comprehensible findings. These procedures are contrastive analysis and error analysis. Eleven categories were identified, including six grammatical, such as subject-verb agreement, article use and verb formation. Besides, five syntactic categories, such as word order, question order and parallel structure issues. The findings revealed that the majority of errors stemmed from intralingual factors such as overgeneralisation and incomplete rule application. Interlingual errors, on the other hand, were primarily observed in article use, verb formation and prepositional use; these errors often appear due to negative transfer between Standard Arabic and English. Thus, intralingual errors were more frequent than interlingual errors. The results of this study are important for English language teaching, especially for Arabic-speaking learners. It highlights the importance of teaching contrastive grammar that is targeted for Arab EFL learners to increase their awareness of the structural differences between Standard Arabic and English note de thèses : Degree in English Language Teaching (ELT) Cross-linguistic Influence in Structural Errors in EFL Writing : A Case Study of M1 Learners at the University of Amar Thelidji, Laghouat [texte manuscrit] / Nour El Houda Djekidel, Auteur ; Mhamedi, Nadir, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2025 . - 68 p. + CD. Langues : Anglais (eng) Catégories : THESES :20 Langue et litterature anglaise Mots-clés : cross-linguistic influence, contrastive analysis hypothesis, error analysis, Arab EFL learners, structural errors Résumé : This research examines the structural errors observed in M1 EFL learners’ writings at the University of Amar Thelidji in Laghouat, with special emphasis on the learners’ first language influence, Standard Arabic, on their written production. This study aims at identifying the common structural deviations, including grammatical and syntactic errors, and studying their possible sources. A corpus-based design was implemented to collect and analyse learners’ essays besides Rod Ellis’ (2008) framework. In addition, two analytical procedures were also applied to ensure systematic and comprehensible findings. These procedures are contrastive analysis and error analysis. Eleven categories were identified, including six grammatical, such as subject-verb agreement, article use and verb formation. Besides, five syntactic categories, such as word order, question order and parallel structure issues. The findings revealed that the majority of errors stemmed from intralingual factors such as overgeneralisation and incomplete rule application. Interlingual errors, on the other hand, were primarily observed in article use, verb formation and prepositional use; these errors often appear due to negative transfer between Standard Arabic and English. Thus, intralingual errors were more frequent than interlingual errors. The results of this study are important for English language teaching, especially for Arabic-speaking learners. It highlights the importance of teaching contrastive grammar that is targeted for Arab EFL learners to increase their awareness of the structural differences between Standard Arabic and English note de thèses : Degree in English Language Teaching (ELT)

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Exploring the Role of Machine Translation in Vocabulary Acquisition: A Case Study on EFL Learners Using the Reverso Context Application / Merghoub, Chahra

Public ISBD Titre : Exploring the Role of Machine Translation in Vocabulary Acquisition: A Case Study on EFL Learners Using the Reverso Context Application Type de document : texte manuscrit Auteurs : Merghoub, Chahra, Auteur ; Mhamedi, Nadir, Directeur de thèse Editeur : Laghouat : University Amar Telidji - Department of English Année de publication : 2025 Importance : 138 p. Accompagnement : CD Langues : Anglais (eng) Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Vocabulary Learning, Reverso Context Application, Machine Translation, EFL Learners, Vocabulary development Résumé : Machine translation has remarkably become an important tool for vocabulary learning in modern education. Therefore, this research aimed to investigate the effectiveness of Reverso context application on vocabulary development. The research employed a quazi experimental design consisting of a pre-task and post-task comparison to assess the impact of reverso context application on vocabulary development. Furthermore, a qualitative focus group discussion was carried out to explore students’ experiences and perceptions toward the use of Reverso. The results revealed that Reverso application contributed in the improvement of students’ translation of vocabularies and sentence construction. Additionally, the students expressed their interest using the application, they appreciated its features namely ease of use and rapidity, besides the contextual examples. However, some of them expressed their concerns about some issues such as confusion and excessive reliance on this tool that potentially could lead to unnecessarily complicated language. Ultimately, this research highlights the role of machine translation tools for vocabulary learning and emphasizes the effective integration of such tools in educational setting. note de thèses : Degree in English Language Teaching (ELT) Exploring the Role of Machine Translation in Vocabulary Acquisition: A Case Study on EFL Learners Using the Reverso Context Application [texte manuscrit] / Merghoub, Chahra, Auteur ; Mhamedi, Nadir, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2025 . - 138 p. + CD. Langues : Anglais (eng) Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Vocabulary Learning, Reverso Context Application, Machine Translation, EFL Learners, Vocabulary development Résumé : Machine translation has remarkably become an important tool for vocabulary learning in modern education. Therefore, this research aimed to investigate the effectiveness of Reverso context application on vocabulary development. The research employed a quazi experimental design consisting of a pre-task and post-task comparison to assess the impact of reverso context application on vocabulary development. Furthermore, a qualitative focus group discussion was carried out to explore students’ experiences and perceptions toward the use of Reverso. The results revealed that Reverso application contributed in the improvement of students’ translation of vocabularies and sentence construction. Additionally, the students expressed their interest using the application, they appreciated its features namely ease of use and rapidity, besides the contextual examples. However, some of them expressed their concerns about some issues such as confusion and excessive reliance on this tool that potentially could lead to unnecessarily complicated language. Ultimately, this research highlights the role of machine translation tools for vocabulary learning and emphasizes the effective integration of such tools in educational setting. note de thèses : Degree in English Language Teaching (ELT)

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The Impact of Philosophy for Children (P4C) on the Development of learners‟ Critical Thinking abilities among Primary School Pupils: a Case Study / Ghalem ,Khadidja

Public ISBD Titre : The Impact of Philosophy for Children (P4C) on the Development of learners‟ Critical Thinking abilities among Primary School Pupils: a Case Study Type de document : texte manuscrit Auteurs : Ghalem ,Khadidja, Auteur ; Mhamedi, Nadir, Directeur de thèse Editeur : Laghouat : University Amar Telidji - Department of English Année de publication : 2025 Importance : 63 p. Accompagnement : CD Langues : Anglais (eng) Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Critical Thinking, Philosophy For Children (p4c) Résumé : Critical thinking is considered by many scholars and educators as an essential element to academic success. Critical thinking does not only help learners to develop strong thinking abilities, but also to be autonomous learners. To achieve this goal nemours strategies have been introduced to elevate learners‟ higher-order thinking skills, but the majority of them have not met the desired outcomes. As an alternative method, philosophy For Children emerged to solve this issue at an early age. This research paper aims at exploring the impact of philosophy for children on the development of critical thinking abilities for learners at an early stage of education. To answer the main research questions, a descriptive research approach was adopted; data collection methods that were used to analyze data gathered consisted of classroom observation, structured checklist, and audio records. Videos were also designed to ensure the full understanding of the main concepts discussed inside the classroom. This study included two groups; the first group consisted of 39 learners from EL ZAHHRA Middle school, and the second group contained 19 learners from the private school EL NOOR. The findings show that the use of the P4C approach was effective in helping learners to think in a more logical way and makes them perceive abstract concepts from different perspectives it also suggests that P4C can be used as an essential teaching strategy to overcome the limitations that the Algerian educational system offers. This research attempted to highlight a new teaching approach, which is philosophy for children, in teaching complex concepts and ideas that may be hard for them to understand in the traditional way. This approach was effective in helping learners use and develop their critical thinking abilities note de thèses : Degree in English Language Teaching (ELT) The Impact of Philosophy for Children (P4C) on the Development of learners‟ Critical Thinking abilities among Primary School Pupils: a Case Study [texte manuscrit] / Ghalem ,Khadidja, Auteur ; Mhamedi, Nadir, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2025 . - 63 p. + CD. Langues : Anglais (eng) Catégories : THESES :20 Langue et litterature anglaise Mots-clés : Critical Thinking, Philosophy For Children (p4c) Résumé : Critical thinking is considered by many scholars and educators as an essential element to academic success. Critical thinking does not only help learners to develop strong thinking abilities, but also to be autonomous learners. To achieve this goal nemours strategies have been introduced to elevate learners‟ higher-order thinking skills, but the majority of them have not met the desired outcomes. As an alternative method, philosophy For Children emerged to solve this issue at an early age. This research paper aims at exploring the impact of philosophy for children on the development of critical thinking abilities for learners at an early stage of education. To answer the main research questions, a descriptive research approach was adopted; data collection methods that were used to analyze data gathered consisted of classroom observation, structured checklist, and audio records. Videos were also designed to ensure the full understanding of the main concepts discussed inside the classroom. This study included two groups; the first group consisted of 39 learners from EL ZAHHRA Middle school, and the second group contained 19 learners from the private school EL NOOR. The findings show that the use of the P4C approach was effective in helping learners to think in a more logical way and makes them perceive abstract concepts from different perspectives it also suggests that P4C can be used as an essential teaching strategy to overcome the limitations that the Algerian educational system offers. This research attempted to highlight a new teaching approach, which is philosophy for children, in teaching complex concepts and ideas that may be hard for them to understand in the traditional way. This approach was effective in helping learners use and develop their critical thinking abilities note de thèses : Degree in English Language Teaching (ELT)

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