Nadia Idri

... More precisely, this research's setting is the university of Abderrahmane Mira, Béjaia. Instrument, Method and Procedure ... Guide d'Information sur le Système LMD (Licence-Master-Doctorat), mars 2005, Béjaia. Gardner RC(1985). ...

Teachers have been the center of education for several decades. Teachers play a crucial role in creating a safe generation of citizens. Of course, this can in no sense happen if teachers do not possess the appropriate dispositions that help them adopt appropriate practices. The teacher can follow the changes that take place in teacher education and follow the conventional movement in his time and space.

La qualite des enseignants impacte le potentiel des systemes educatifs. L’enseignement comporte de grands defis et requiert responsabilite et important sens du devoir. Cela provoque ce qu’on qualifie d’anxiete d’enseignement, laquelle altere le rendement des enseignants. Cette etude vise a determiner, parmi les etudiants stagiaires, le niveau d’anxiete et ses facteurs declencheurs. C’est une etude descriptive utilisant une methode mixte. Elle s’exerce sur un echantillon de 79 etudiants stagiaires volontaires (du departement d’anglais, Universite Setif 2 Algerie. Les donnees quantitatives et qualitatives ont ete recueillies a l’aide de l’echelle d’anxiete et confortees par des tests retrospectifs. Les resultats ont demontre que les stagiaires presentaient des niveaux eleves d’anxiete dus aux facteurs suivants : l’absence de pedagogie, les relations professionnelles, la maitrise de classe, l’evaluation pedagofique, la preparation et la presentation du cours, l’inexperience et le manque de savoir-faire ainsi que des facteurs personnels. Il est recommande d’attenuer les niveaux d’anxiete parmi les stagiaires et de reexaminer la politique de qualification, de certification des enseignants et de leur programme de formation. Mots-cles : Anxiete d’enseignement d’une langue etrangere, etudiants stagiaires, formations des enseignants

Motivating EFL students to read in English has captured the attention of different researchers in the field of foreign language learning for decades. The present study aims chiefly at probing into the attitudes held towards reading English literary texts by second-year Algerian EFL learners at the Department of Foreign Languages, University of Setif2. It seeks to study the learners’ attitudes towards reading English literary texts and their impact on their reading motivation. It also fetches the factors controlling EFL learners’ motivation in reading English literary texts. Moreover, it tackles sensible concern often encountered in literary text teaching: is there a correlation between learners’ attitudes and reading motivation? To this end, Data were collected through a perception questionnaire that was handed to a randomly selected sample of 150 students. The data analyses were descriptive. Results demonstrated that the students have low reading motivation due to their negative at...

.........................................................................................................iii List of Tables.................................................................................................vii List of Figures................................................................................................viii List of Abbreviations.........................................................................................ix Glossary of Terms.............................................................................................x General introduction................................................................1 I. Sources of Inspiration...........................................................................1 II. Statement of the Problem...........................................................................2 III. Research Questions..............................................................................2 IV. Hypothesis........................................................................................3 V. Aims of the Study................................................................................3 VI. Significance of the Study........................................................................3 VII. Population and Sample...........................................................................4 VIII. Method and Data Collection Procedures......................................................4 IX. The Organization of the Work..................................................................5 Chapter one: Theoretical Overview Introduction ....................................................................................................................................6 Section One: Introducing the Speaking Skill I. Speaking: Definition and Elements................................................................6 II. The Importance of the Speaking Skill in Language Learning..................................8 III. Oral Performance in Foreign Language Classroom.............................................9 IV. Oral Performance and Error Treatment...........................................................10 V. Speaking Difficulties in Foreign Language Learning............................................10 VI. Students’ Psychological Problems towards Oral Performance................................11 V Section Two: Fear of Negative Evaluation and Related Concepts: An Overview I. Foreign Language Anxiety........................................................................14 II. Types of Language Anxiety........................................................................15 III. Components of Foreign Language Anxiety......................................................16 IV. Evaluation and Foreign Language Learning.....................................................18 V. Types of Evaluators..................................................................................19 VI. Negative Evaluation...................................................................................20 VII. Self-Esteem, Risk-Taking and Fear of Negative Evaluation..................................21 VIII. Causes of Language Anxiety and Fear of Negative Evaluation..............................22 Section Three: Linking Fear of Negative Evaluation (FNE) to Oral Performance Introduction...................................................................................................23 I. Fear of Negative Evaluation in Oral Expression................................................23 II. Effects of Foreign Language Anxiety and Fear of Negative Evaluation on Language Learning..............................................................................................23 III. Oral Evaluation and Learners’ Performance....................................................27 IV. Ways to cope with FNE in oral sessions.........................................................28 Conclusion....................................................................................................31 Chapter Two: Design, Methodology and Results Introduction..................................................................................................31 Section One: Description of the Study I. Participants...........................................................................................32 II. Design and Methods....................................................................................33 III. Data Collection Procedures........................................................................37 IV. Data Analysis Procedures..........................................................................37 V. Reliability and Construct Validity................................................................38 Section Two: Results and Discussion I. Results................................................................................................39 I.1. The Foreign Language Classroom Anxiety…

PARADOXISM is an avant-garde movement in literature, art, philosophy, science, based on excessive used of antitheses, antinomies, contradictions, parables, paraphrases, odds, anti-cliches, deviations of senses, parodies of proverbs and aphorisms, against-the-grain speech, upside-down interpre-tations, nonsense, paradoxes, semiparadoxes in creations. Paradoxism tries to find common parts to apparently uncommon things in any human field.

Teachers have been the center of education for several decades. Teachers play a crucial role in creating a safe generation of citizens. Of course, this can in no sense happen if teachers do not possess the appropriate dispositions that help them adopt appropriate practices. The teacher can follow the changes that take place in teacher education and follow the conventional movement in his time and space.

The present work deals with preschool education taking the case of a five-year old child learning in the Chouhadaa Hamoum Primary School, Béjaia. The study questions the new practices used in the primary schools adopted in Algeria right from 2008 vis-à-vis preschool children. Programme and educational practices are also tackled in the analysis of data. The chosen method is qualitative analysis using a dialogical approach adopted from Sullivan (2012). For these, many techniques were used to collect data namely observation, diaries of the child and the mother, and interviews. In the analysis, we focused on dialogue and we considered subjectivity through bureaucratic as well as charisma approaches. Results showed that pre-schooling seems to be beneficial since instruction was facilitated, instructors do sometimes communicate with parents to solve children’s problems, and the programmes as well as the materials should be re-considered by stakeholders as advocated by the interviewed teac...

The paper’s main concern is anxiety in Foreign Lang uage Learning (FLL) taking the case of first year students of English at the University of Abderrahma ne Mira Bejaia ; LMD system group. As one might expect, the study aims at mapping out the factors g en...

La qualite des enseignants impacte le potentiel des systemes educatifs. L’enseignement comporte de grands defis et requiert responsabilite et important sens du devoir. Cela provoque ce qu’on qualifie d’anxiete d’enseignement, laquelle altere le rendement des enseignants. Cette etude vise a determiner, parmi les etudiants stagiaires, le niveau d’anxiete et ses facteurs declencheurs. C’est une etude descriptive utilisant une methode mixte. Elle s’exerce sur un echantillon de 79 etudiants stagiaires volontaires (du departement d’anglais, Universite Setif 2 Algerie. Les donnees quantitatives et qualitatives ont ete recueillies a l’aide de l’echelle d’anxiete et confortees par des tests retrospectifs. Les resultats ont demontre que les stagiaires presentaient des niveaux eleves d’anxiete dus aux facteurs suivants : l’absence de pedagogie, les relations professionnelles, la maitrise de classe, l’evaluation pedagofique, la preparation et la presentation du cours, l’inexperience et le manqu...

This study aimed to identify the relationship between religious commitment and ego strength among a sample of university students at Hashemite University, Jordan. The study sample  consisted of 572 male and female undergraduate students. To achieve the aims of this study, scales of religious commitment and ego strength were developed and satisfactory psychometric properties of validity and stability were provided. The results showed that the levels of religious commitment and ego strength were high. Moreover, the results indicated that there is a positive significant correlation between religious commitment and ego strength. The results also showed there were no statistically significant differences in religious commitment and ego strength due to gender. However, there were statistically significant differences in terms of year of study in  favor of fourth -year students and also in terms of specialization in favor of scientific specializations.

Dr. Nadia Idri is a senior lecturer at the Department of English, Bejaia University, Algeria and chairing a research team in LESMS lab called EMICOB. She is a major in applied linguistics and ELT, and a minor in educational psychology. Her expertise covers affective factors, applied linguistics, learner autonomy, basic and higher education, technology education and LMD Reform. She has much interest in research methodology in the humanities. She has many publications nationally and internationally. Nadia participated in many national and international conferences and chaired many of them. She started a rich reviewing experience in various committees in academic journals and editorial boards since 2012. As a teacher, with her fourteen years of experience in various subjects, she also designed many syllabi at BA and MA levels. She is also an active participant in private schools as a workshop presenter and a counsellor. She is a founding member of the Department’s students association BEST in 2009. She is a founding member of the Algerian English Language Teacher Training Workshops (AELTT); an Alumni Engagement Innovation Fund (EIEF) winner in 2015) sponsored by the US Department of State.  She has been chairing a master since 2013 and the scientific committee of the Department of English since 2011. In her faculty, she has been an active participant in most pedagogic and scientific tasks like teacher development and evaluation, doctoral training and mentoring, member of the self-evaluation cell of the university, a member of the quality assurance cell of the university, a member the Council of ethics and deontology of the University profession, a member of the “cellule d’accompagnement de sensibilisation, d’appui et de médiation » (CASAM).  She is an associate editor of the journal “Traduction et Langues”, and created the faculty’s journal “Journal of Studies in Language, Culture and society (JSLCS) since 2018. Nadia is the founder of the creative writing and academic writing competitions (CWAWC) in Algeria since 2015 and is recently a volunteer in the TEMPUS-EMEI project about inclusive education in the Maghreb in her university. Nadia is also an advisor and collaborator with CACTUS foundation leading the survey about mental health for researchers. Nadia is actually a member of the ministry’s team to prepare distance courses for university students, linguistics’ subject. In addition, Nadia is the owner and director of the private school “MASSA School”.

Algeria has known an important phase at higher education since 2004.
The adoption of the LMD reform was a turning point to all counterparts
of the higher education sector. The author of this book witnessed the
transition from the classical system to the LMD system. This was the
first incentive to conduct research on how students feel and live this
change. Evaluation is a key concept in the LMD reform. The author’s
interest is put on the students’ affective well-being while learning
English as a Foreign Language (EFL). Focus is put on Fear of Negative
Evaluation (FNE) as part of Foreign Language Anxiety (FLA). Four causes
grouped in three hypotheses make the core of this book. The author
used two research techniques; participant observation and face-to-face
interviews. Results confirmed the existence of FNE linking the sources
to: classroom interaction, error correction, the target language and
evaluation. Language proficiency was deficient mainly in terms of
vocabulary and speaking among first year students. The book offers a
comprehensive theoretical account on related concepts and a number of
recommendations to cope with FLA.

The JSLCS team is pleased to announce ist first special issue. We invite authors to submit manuscripts for consideration in the Faculty of Arts and Languages’ International, scholarly and multidisciplinary journal; Journal of Studies in Language, Culture and Society (JSLCS), University of Bejaia.
Technology is playing an increasing role in Foreign Language Learning (FLL). For example, it can support students in improving their language learning skills or help them organise their learning process. The aim of this special issue is to shed light on the various roles that (educational) digital media can have in the foreign language classroom, illustrating the vast potential that technology holds for increasing students’ language learning and motivation. We invite contributions by scholars and practitioners alike, adding to the academic discussions revolving around technology in the classroom. All contributions should have a clear methodological focus, carving out the pedagogical potential of digital media and showcasing different technology tools. Possible topics to be discussed could, among others, include:
• Learner autonomy
• Virtual and augmented reality
• Blended learning
• Cooperative and collaborative learning
• Audio recordings
• Using blogs and wikis
• Vocabulary learning
• grammar learning
• Skills training
• Collaborative writing
• Project- and task-based learning
• Pronounciation
• Assessment and evaluation
• situated learning
• Online reference tools
• Using pod- and vodcasts
• MOOCS and Webinars
• Producing and consuming electronic materials

Authors should write a one-block paragraph of about 200 words maximum. For research articles, abstracts should give a pertinent overview of the work following the IMRAD logic. It should present concisely the objectives, methodology used, results obtained, and their significance