Browsing by Author "NESBA Asma"

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Embracing Online Learning Platforms and Educational Technology in the Post-Pandemic Era: A Comprehensive Analysis from the Educators' Perspectives
(University of Saida, 2023-12-12) TAABLI Fatma Zohra; NESBA Asma
In recent years, the discipline of language pedagogy witnessed transformative changes due to COVID 19 pandemic. The latter stimulated the integration of modern information technologies to create innovative teaching approaches. Many universities and higher education institutes become nowadays oriented towards the digitalisation of pedagogical methodologies for the betterment of teaching and learning outcomes. Nevertheless, there are many issues pertinent to integrating online learning platforms and educational technology. In this context, in-service university teachers must receive adequate training in order to acquire the technical teaching skills and competencies. This paper aims at investigating the major challenges in teachers’ techno-pedagogy continuous training, along with delineating the possible resolving measures to adapt to those problems. Hence, eighteen in-service teachers from the university of El-oued participated in the study. A survey design was adopted using quantitative data collection tools. Foremost, unstructured questionnaire was conducted to elicit in-service teachers’ attitudes towards the implementation and the need of techno-pedagogy training. Moreover, an interview with teachers were used in order to get an in-depth understanding of the major considerations regarding teachers’ training in the use of modern technology in education. Using the statistical analysis, the questionnaire results revealed positive attitudes among teachers toward integrating innovative teaching methods using technological resources and online platforms. On the other hand, qualitative data analysis was performed to generate results from the interview. The findings of the qualitative data revealed resistance on the part of teachers to using modern technologies in instruction and some practical solutions to handle those challenges. The study recommends further research to develop an adequate professional model for technology integration among university teachers, with constant evaluation and monitoring of its effectiveness.
Enhancing the Teachers’ Management of Diversity in the Algerian Tertiary Education
(Language Institute. Thammasat University. Bangkok. Thailand, 2022-12-09) NESBA Asma
Free education in Algeria made learning accessible to a big number of students from different backgrounds. Heterogeneous classes with many differences were then constituted. This study aims at finding out the nature of these differences and how teachers cope with them. A study was conducted at the department of English language at El.Oued university in Algeria. A structured interview was administered to a number of ten teachers so as to elicit information about the components of the English language class diversity and how to overcome any sort of inconveniences. Results reveal that teachers classified the differences encountered into two main categories. The first category consists in the variation of the students’ prior knowledge of English. It is asymmetric since they enroll in the English language classes coming from both literary and scientific streams. The second category includes social differences caused by having two categories of students: those who are devoting their full time to study and those who are studying and exercising some part time jobs simultaneously. Concerning the strategies adopted by teachers to manage the differences, they stated that the unequal prior knowledge of English can influence the comprehension of the lessons. However, this can be solved by prescribing extra assignments to students or by varying the approaches of teaching so as to fit the majority of students. As for the problems caused by the social differences, teachers asserted that the hybrid mode of teaching made the online courses the best reinforcement of the in- presence lessons.
Exploring Trauma in English Contemporary Literature: Insights from Emerging Voices Model
(University of Tamanghasset, 2024-09-25) TAABLI Fatma Zohra; NESBA Asma
Trauma representation is a prominent motif in contemporary English literature, providing profound insights into the psychology and experiences of individuals. This paper explores the recurrent theme of trauma in modern literature. It pays particular attention to the contributions made by young authors. The study of trauma narratives has seen an apparent upsurge in recent years, indicative of both the growing sociological and cultural context and the increasing popularity of psychological discourse. The purpose of this paper is to examine how modern writers deal with trauma narratives; the "Problem Novel" is the subject of analysis in this study, providing a thorough examination of trauma experiences in the context of contemporary narratives. Additionally, it focuses on issues of identity renovation, healing, and resilience. By utilizing a thematic analysis of selected literary works, this study aims to reveal the methods and innovative techniques used by up-and-coming writers to portray experiences of trauma. It examines the sociocultural factors such as the rising desire for authenticity and the elevation of marginalized voices, driving this literary movement. The paper study shows how the stylistic features in contemporary literary works attempt to evoke trauma. These characteristics include indirection, recurrence, and absence. Writers decided to integrate these elements not only into their narratives but also into the layout of the text, enhancing the reader's immersion and involvement. The present paper advances understanding of how literature reflects and influences our comprehension of human suffering and resilience in the modern day by illuminating the multifaceted portrayal of trauma in contemporary literature. الملخص (باللغة العربية) تحديد هويتها. كما تم تحديد احتمالات استخدام أدوات الذكاء الاصطناعي لتسهيل إن تمثيل الصدمة هو أحد الموضوعات البارزة في الأدب الإنجليزي المعاصر، حيث يوفر رؤى عميقة في علم النفس وتجارب الأفراد. يستكشف هذا البحث موضوع الصدمة المتكرر في الأدب الحديث. ويولي اهتمامًا خاصًا للمساهمات التي قدمها المؤلفون الشباب. لقد شهدت دراسة سرديات الصدمة ارتفاعًا واضحًا في السنوات الأخيرة، مما يدل على السياق الاجتماعي والثقافي المتنامي والشعبية المتزايدة للخطاب النفسي. الغرض من هذا البحث هو دراسة كيفية تعامل الكتاب المعاصرين مع سرديات الصدمة؛ "رواية المشكلة" هي موضوع التحليل في هذه الدراسة، حيث تقدم فحصًا شاملاً لتجارب الصدمة في سياق السرديات المعاصرة. بالإضافة إلى ذلك، تركز على قضايا تجديد الهوية والشفاء والمرونة. من خلال الاستفادة من التحليل الموضوعي للأعمال الأدبية المختارة، تهدف هذه الدراسة إلى الكشف عن الأساليب والتقنيات المبتكرة التي يستخدمها الكتاب الناشئون لتصوير تجارب الصدمة. كما تدرس العوامل الاجتماعية والثقافية مثل الرغبة المتزايدة في الأصالة ورفع الأصوات المهمشة، والتي تقود هذه الحركة الأدبية. تُظهِر دراسة الورقة البحثية كيف تحاول السمات الأسلوبية في الأعمال الأدبية المعاصرة استحضار الصدمة. وتشمل هذه الخصائص التلميح والتكرار والغياب. قرر الكتاب دمج هذه العناصر ليس فقط في سردهم ولكن أيضًا في تخطيط النص، مما يعزز انغماس القارئ ومشاركته. تقدم الورقة البحثية الحالية فهمًا لكيفية انعكاس الأدب وتأثيره على فهمنا للمعاناة البشرية والقدرة على الصمود في العصر الحديث من خلال تسليط الضوء على التصوير المتعدد الأوجه للصدمة في الأدب المعاصر.
Leveraging Technology in History Education
(University Of Eloued جامعة الوادي, 2024-10-02) TAABLI Fatma Zohra; NESBA Asma
يخضع المشهد التعليمي لتحول سريع بسبب التقدم في التكنولوجيا، ولا يشكل مجال التاريخ استثناءً. يتعمق هذا العرض في دمج الأدوات والموارد الرقمية في تعليم التاريخ وتأثيراتها على كل من عمليات التدريس والتعلم. في نطاق هذا العرض، سيتم مناقشة الجوانب المتعلقة باستخدام التكنولوجيا مثل أجهزة الكمبيوتر وأجهزة العرض والإنترنت والمواد السمعية والبصرية في تدريس التاريخ. بالإضافة إلى ذلك، يركز العرض على تأثير هذه الأدوات على تعزيز بيئات التعلم الديناميكية والتفاعلية التي تعزز مشاركة المحتوى التاريخي وإمكانية الوصول إليه. ستؤكد المناقشة بشكل أكبر على دور التكنولوجيا في تعزيز الفهم العميق للأحداث التاريخية، وزيادة مشاركة الطلاب، واستيعاب أنماط التعلم المختلفة. كما يوضح مناقشة مواقف المعلمين والطلاب تجاه التكنولوجيا وكيف تعمل على تعزيز كفاءة ونشر المعلومات التاريخية. لذلك، سيتم تحديد وجهات نظر كل من المعلمين والطلاب فيما يتعلق باستخدام التكنولوجيا في الفصل الدراسي وإمكاناتها لتحسين كفاءة وتوزيع المعرفة التاريخية. وتؤكد النتائج على الإمكانات التحويلية للتكنولوجيا في تعليم التاريخ، حيث توفر نهجًا متعدد الأوجه يزود الطلاب بفهم أفضل للتاريخ وأهميته فيما يتعلق بالقضايا الحالية. Abstract: The educational landscape is undergoing a swift transformation due to advancements in technology, and the field of history is no exception. This presentation delves into the incorporation of digital tools and resources within history education and their effects on both teaching and learning processes. Within the scope of this presentation, aspects related to utilizing technology such as computers, projectors, the internet, and audiovisual materials in teaching history will be discussed. Besides, the presentation focuses on the impact of these tools on fostering a dynamic and interactive learning environments that enhance the engagement and accessibility of historical content. The discussion will further emphasize the role of technology on promoting a profound comprehension of historical events, increase student involvement, and accommodate various learning styles. It also outlines the discussion of instructors' and students' attitudes toward technology and how it enhances the efficiency and dissemination of historical information. Therefore, the perspectives of both teachers and students regarding the use of technology in the classroom and its potential to improve the efficiency and distribution of historical knowledge will be delineated. The results underscore the transformative potential of technology in history education, providing a multifaceted approach that equips students to better understand history and its significance in relation to current issues.