Département de la langue anglaise
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Item Comprehension and Written Expression: A Detailed Roadmap to Write an Academic Essay(جامعة النعامة صالحي احمد, 2026) Dr. KHEDIMI ZAHRAItem Research Methodology 1 & 2 A Pedagogical Manual for Master 1 Students Specialty: Didactics of Foreign Languages(جامعة النعامة صالحي احمد, 2026) Dr. Wahida YaicheItem An Introduction to Educational Psychology(Université de Naâma, 2024) DR yaiche wahidaItem A Pedagogical Manual for Master One Students(centre universitaire Salhi Ahmed Naama, 2024) Dr. Wahida YaicheItem Pratique de la langue(Centre universitaire naama, 2025) Dr. MAHI- MISSOURI AminaItem Research methodology(centre universitaire Salhi Ahmed Naama, 2025) Dr. Anissa MBATAItem Introduction to English for Specific Purposes(centre universitaire Salhi Ahmed Naama, 2025) Merine AsmaItem Sociolinguistics(centre universitaire Salhi Ahmed Naama, 2025) Dr. Hayat BAGUIItem Exploring Grammar Errors Through Error Analysis Approach In Written Expression(centre universitaire Salhi Ahmed Naama, 2024) Himi FatimaIn English, writing is thought to be the most challenging skill. Learners need to take into account certain crucial elements, such as grammar which leads to some communicative problems. The purpose of this study is to identify the common types of grammatical errors made by learners in their writing. It sought to examine the frequency of the errors and what could be done to improve the teaching of English writing .The study was carried out at Salah Eddine Al Ayoubi Middle School. Twenty three pupils were taken randomly as the participants in this research. The study used both qualitative and quantitative research design. The researcher used the writing of fourth year learners’ final tests as the main source of the data .and a questionnaires were administered to teachers which were analyzed. The identified grammatical errors were agreement errors, singular and plural errors, spelling errors, punctuation errors, prepositional errors, omission of words errors, article errors, and repetition errors. James theory becomes the main key in the data analysis. The interpretation of these results highlights a significant challenge in the learners’ grasp of English grammar and vocabulary. The prevalence of verb tense and subject-verb agreement errors suggests difficulties in understanding and applying grammatical rules. Additionally, frequent lexical errors indicate issues with vocabulary acquisition and usage.Based on these findings, several recommendations are proposed. First, targeted grammar instruction focusing on common error types, such as verb tense and subject-verb agreement, should be implemented. Second, vocabulary-building exercises that emphasize proper word choice and collocations are essential. Finally, regular formative assessments and feedback can help learners identify and correct their errors, leading to improved language proficiency. These measures aim to enhance the overall quality of written English among middle school learners, thereby supporting their academic developmentItem The Role of Mobile Applications in Improving Oral Expression Among EFL Students And Teachers(centre universitaire Salhi Ahmed Naama, 2024) Aymen Boukhalefa; Abdrerrahmen AbdicheIt is acknowledged that good speaking and listening skills form the key to the perfect oral expression. In this respect, the present research investigates the necessity of incorporating mobile applications in learning oral expression inside and outside EFL classrooms. The primary objective of this research is to explore the effectiveness of using mobile applications such as social media platforms and academic applications as reliable tools for learning oral communication skills. To achieve this, The study employs a mixed-methods approach, combining quantitative data from students through a questionnaire with qualitative insights from teachers’ interviews at Salhi Ahmed Naama University Centre. The results indicate that mobile applications are effective tools in learning&teaching