| Titre : | The Relationship Between Teaching Hours and Students’ Written Performance during Covid-19 Pandemic: Second Year Case Study |
| Auteurs : | Akram Abdelatif Sahali, Auteur ; P/ LLA Dr. M. HADJI, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2022-2023 |
| Format : | 85p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
DEDICATION………………………………………………………………….I
ACKNOWLEDGEMENTS………………………………………………..…..II ABSTRACT……………………………………………………………..….…III TABLE OF CONTENTS…………………………………………………..…...V LIST OF FIGURES………………………………………………………….....XI LIST OF TABLES……………………………………………………………..XII GENERAL INTRODUCTION……………………………………………...…...1 PART ONE: TEACHING HOURS AND WRITTEN PERFORMANCE OF AN ESSAY CHAPTER ONE: WRITTEN PERFORMANCE 1.1 Definitions about Written performance………………………………...…..5 1.2 The Criteria for Evaluation of Written Essay …………………………..….5 1.2.1 Grammatical range and accuracy …………………………….…………6 1.2.1.1 Vocabulary………………………………………………………7 1.2.1.2 Sentence structure…………………………………………….…..7 1.2.1.3 Verb tenses:....................................................................................7 1.2.1.4 Modifiers…………………………………………………….….7 1.2.1.5 Pronouns……………………………………………………….7 1.2.1.6 Prepositions……………………………………………………...7 1.2.1.7 Conjunctions………………………………………………….…7 1.2.1.8 Article usage………………………………………………….…7 6 1.2.2 Coherence and Cohesion ………………………………………………………….8 1.2.3 Lexical Resource ………………………………………………………………….9 1.2.3.1 Vocabulary range…………………………………………………………..10 1.2.3.2 Vocabulary accuracy……………………………………………………….10 1.2.3.3 Appropriate vocabulary use……………………………………………….11 1.2.3.4 Vocabulary precision……………………………………………………….11 1.2.4. Task achievement ………………………………………………………………..11 1.3 Different Kinds of Essays in English ………………………………………………13 1.3.1 Narrative Essays…………………………………………………………….…..13 1.3.2 Descriptive Essays……………………………………………………………....14 1.3.3 Expository Essays……………………………………………………………….14 1.3.4 Persuasive Essays………………………………………………………………..14 1.3.5 Compare and Contrast Essays…………………………………………………...14 1.3.6 Cause and Effect Essays…………………………………………………….…...14 1.3.7 Argumentative Essays …………………………………………………………..14 1.3.8 Review Articles………………………………………………………………….15 1.3.9 Case Reports……………………………………………………………………..15 1.3.10 Original Research Articles...................................................................................15 1.3.11 commentary or Opinion Pieces…………………………………………………15 7 1.3.12 Editorial Articles………………………………………………………………..15 1.4 The process of writing an essay……………………………………………………... 16 1.4.1 General overview……………………………………………………………...16 1.4.1.1 Choose a topic……………………………………………………………16 1.4.1.2 Conduct research…………………………………………………………16 1.4.1.3 Develop a thesis statement……………………………………………….16 1.4.1.4 Outline the essay………………………………………………………….16 1.4.1.5 Write a draft………………………………………………………………16 1.4.1.6 Revise and edit……………………………………………………………16 1.4.1.7 Finalize and submit………………………………………………………..16 1.5 The structure of an essay…………………………………………………………..17 1.5.1 General Overview…………………………………………………………….17 1.5.1.2 Introduction…………………………………………………………….17 1.5.1.3 Body Paragraphs……………………………………………………….17 1.5.1.4 Conclusion…………………………………………………………….17 CHAPTER TWO:The Relationship between CEE Teaching hours and writing performance of an essay in English 2.2 Component of Lesson Plan in CEE………………………………………………...22 2.2.1 Lesson Topic……………………………………………………………………22 2.2.2 Objectives and aims…………………………………………………………….24 2.2.3 Procedures……………………………………………………………………..26 8 2.2.3.1 Anticipatory set or warm-up……………………………………………….26 2.2.3.2 Direct instruction………………………………………………………….26 2.2.3.3 Guided practice……………………………………………………………27 2.2.3.4 Independent practice………………………………………………………27 2.2.3.5 Closure……………………………………………………………………27 2.2.3.6 Assessment……………………………………………………………….27 2.2.4 Time Management………………………………………………………………28 2.2.5 General overview……………………………………………………………….29 2.3 Students practice…………………………………………………………………….31 2.3.1 General overview………………………………………………………………..31 CHAPTER THREE: Research Methodology 3.1 Statement of the Problem………………………………………………….……….34 3.2 The Purpose of this Study…………………………………………………………..34 3.3 Research of this study………………………………………………………………35 3.4 Sample Population………………………….………………………………………37 3.5 Research Tools……………………………………………………………………...37 3.5.1 Questionnaire……………………………………………………………………37 3.5.2 Correlation research…………………………………………………………….38 3.5.2.1 Data collection of the correlation study………………………………………38 3.6 Ethical considerations………………………………………………………………42 3.7 Limitations………………………………………………………………………….42 9 3.8 Conclusion………………………………………………………………………….42 CHAPTER FOUR: Data Analysis and Discussion 4.1 Introduction………………………………………………………………………...43 4.2 Students’ Questionnaire……………………………………………………………43 4.2.1Students' background information………………………………………………43 4.2.1.2 Students’ off Class Writing…………………………………………………...45 4.2.1.3 Students’ Off-Class Writing Types…………………………………………...46 4.2.1.4 Students’ Off-Class Writing Performance Level……………………………..47 4.2.1.5 The Most Important Skills for Effective Writing…………………………….48 4.2.3 Studying Grammar Range and Accuracy……………………………………….49 4.2.2.1 The Hours Spent on Studying Grammar Range and Accuracy Per Week during Covid-19…………………………………………………………………………………………49 4.2.2.2 Sufficiency of Grammar Instruction Received during Covid-19………………...50 4.2.2.3 The Effect of Remotely Received Grammar Instructions on Improving Students’ Writing Skills…………………………………………………………………………………….51 4.2.2.4 Students’ Grammar Skills Level of Confidence Rate During Covid-19………...52 4.2.2.5 Students’ Grammar Range and Accuracy Level Based on the Completed Assignments……………………………………………………………………………………...52 4.2.3 Studying Lexical Resources…………………………………………………….53 4.2.3.1 The Hours Spent on Studying Lexical Resources Per Week during Covid-19 Pandemic…………………………………………………………………….53 10 4.2.3.2 Sufficiency of Lexical Resources Instruction Received during Covid-19…..54 4.2.3.3 The Effect of Remotely Received Lexical Instructions on Improving Students’ Writing Skills………………………………………………………………...55 4.2.3.4 Students’ Lexical Skills Level of Confidence Rate During Covid-19…..56 4.2.3.5 Students’ Lexical Resources Level Based on the Completed Assignments..56 4.2.4 Studying Coherence and Cohesion……………………………………………….57 4.2.4.1 The Hours Spent on Studying Coherence and Cohesion Per Week during Covid-19………………………………………………………………………………..57 4.2.4.2 Sufficiency of Coherence and Cohesion Instruction Received during Covid- 19…………………………………………………………………………….....58 4.2.4.3 The Effect of Remotely Received Coherence and Cohesion Instructions on Improving Students’ Writing Skills…………………………………………………….59 4.2.4.4 Students’ Coherence and Cohesion Skills Level of Confidence Rate During Covid-19……………………………………………………………………………….60 4.2.4.5 Students’ Coherence and Cohesion Resources Level Based on the Completed Assignments…………………………………………………………………………….60 4.2.5 Studying Task Achievement……………………………………………………...61 4.2.5.1 The Hours Spent on Studying Task Achievement Per Week during Covid- 19………………………….………………………………………………….…61 4.2.5.2 Sufficiency of Task Achievement Instruction Received during Covid-19…..62 4.2.5.3 The Effect of Remotely Received Task Achievement Instructions on Improving Students’ Writing Skills…………………………………………………….63 4.2.5.4 Students’ Task Achievement Skills Level of Confidence Rate During Covid- 19………………………………………………………………………………..64 11 4.2.5.5 Students’ Task Achievement Level Based on the Completed Assignments…64 4.2.6 Writing Performance……………………………………………………………...65 4.2.6.1 Students’ Writing Performance Changes Notice During Covid-19………65 4.2.6.2 Students’ Writing Performance Level Based on the Completed Assignments during Covid-19………………………………………………………………………..66 4.2.6.3 Students’ Writing Abilities Confidence during Covid-19……….…………67 4.3 Students’ Written Expression Exam Analysis……………………………………..67 4.3.1 Students’ Written Expression Exam Scores and Time Allotted (in Minutes) per Each Criteria……………………………………………………………………………68 4.3.1.1 Written Exam Scores and Time of Studying English Grammar and Accuracy in Minutes……………………………………………………………………………...68 4.3.1.2 Written Exam Scores and Time of Studying Lexical Resources–Reading Comprehension in Minutes……………………………………………………………..69 4.3.1.3 Written Exam Scores and Time of Studying Coherence and Cohesion in Minutes…………………………………………………………………………………70 4.3.1.4 Written Exam Scores and Time of Practicing Task Achievement in Classes in Minutes…………………………………………………………………………………70 4.3.2 Students’ Studied Lessons in Minutes……………………………………………71 4.3.2.1 Students’ Grammar Range and Accuracy Studied Lessons in Minutes…….71 4.3.2.2 Students’ Studied Lexical Resources in Minutes…………………………...71 4.3.3 Students’ Written Expression Exam Scores during Covid-19 Pandemic………...72 4.4 Data Discussion…………………………………………………………………….72 12 4.4.1 Questionnaire Discussion………………………………………………………...72 4.4.2 Scatter Plot Graph Discussion……………………………………………………75 4.4.2.1 Grammar Range and Accuracy………………………………………………75 4.4.2.2 Lexical Resources and Reading Comprehension……………………………75 4.4.2.3 Coherence and Cohesion…………………………………………………….75 4.4.2.4 Task Achievement…………………………………………………………..75 4.5 Recommendations and Implications……………………………………………….76 General Conclusion…………………………………………………………………….79 REFERENCES…………………………………………………………………………80 APPENDICES………………………………………………………………………….82 |
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