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Peop

Ministry of

Departm

IMPROVING STUDEN

CASE STUDY: FIRST YE

Thesis Submitted in Partial Fu

Submitted by:

Ms. SorayaZIDANI

Board of Examiners:

Chairman

Supervisor

Examiner

Examiner

People's Democratic Republic of Algeria

stry of Higher Education and Scientific Research

University of Batna 2

Faculty of Letters and Languages

partment of English Language and Literature

UDENTS' ACHIEVEMENT IN ACADEMIC

THROUGH HOMEWORK

T YEAR LMD STUDENTS OF ENGLISH LA

BATNA UNIVERSITY

rtial Fulfillment of the Requirementsfor the degree

Sciences in Language Science

Supe Pr.

January 2020

man Pr. Hachemi ABOUBOU Batn rvisor Pr. Amel BAHLOUL Batn iner Pr. Salah KAOUACHE Con iner Dr.

Ramdhane MEHIRI

Bisk

MIC WRITING

H LANGUAGE AT

egree of Doctorat Es-

Supervised by:

Pr. Amel BAHLOUL

Batna 2 University

Batna 2 University

Constantine 1 University

Biskra University

II

DECLARATION

I, Soraya. ZIDANI, herebycertify that the present thesis titled "Improving students' achievement in academic writing through homework. Case study: first year LMD studentsof English Language at Batna University " which I submit for examination in consideration of the award of a higher degree "Doctorat Sciences" is my own personal effort. wherever contributions of others in any quotation or paraphrase are involved, they have been duly acknowledged with due reference to the literature which I present for examination. Furthermore, I took reasonable care to ensure that the work is original, and, to the best of my knowledge, it has not been taken from other sources except where such work has been cited and acknowledged within the text. The present work was done under the guidance of Professor Amel. BAHLOUL, at the Department ofEnglish Language, University of Batna 2. 2020

Signature of Candidate: Ms. Soraya. ZIDANI

III

DEDICATION

My affectionate thanks go to my precious and beloved parents; for their prayers, their steadfast love, their on-going support, motivation and help in bringing the present thesis to completion. I would like also to extend warm thanks to all my brothers, sisters, nephews, nieces, and my friends; who have been a source of encouragement and inspiration throughout my life. IV

ACKNOWLEDGEMENTS

The present research could not have reached realization without the unflagging help and participation of so many people whom I would never thank enough for the benevolence that made the present research what it is now. I would like to extend my sincere thanks and appreciations to my honorable supervisor Pr. Amel BAHLOUL. She has painstakingly corrected and recorrected draft after draft. I thank her wholeheartedly for everything. I would like to extend thanks to the honorable board of examiners: Pr. Hachemi ABOUBOU who has been so kind to chair the board of examiners; Pr.Salah KAOUACHEand Dr. Ramdhane MEHIRIwhom I gratefully acknowledge for their acceptance to examine the present research work incompliance with their busy timelines A special "thank you" goesto my dear teacher Pr. Salah KAOUACHE to whom I am muchindebted;thank you for providing me with all the knowledge, moral support,and cooperation throughout my Magister study years.It was just with you the beginning, the beginning of me as a researcher. I also profoundly thank Dr. Riadh MEGUELATI head of the English Language Department when the present work started, whose help never failed me. I wish to thank my colleagues who provided me with necessary materials and professional tips. Last but not least, I owe thanks to first year students of the academic year 2016/2017 for their collaboration and assistance. V

ABSTRACT

Most first year EFL students find difficulties to master most components of academic writing skill and to produce correct papers. Althougha myriad of studies hasaddressed their poor performance in writing skill, teachers are still suffering to develop students' academic writing and to raise their understanding of the importance of processing academic essay writing. To do so, additional practice and time are required to be integrated in foreign language (FL) classes of BatnaUniversity. Instead, homework assignments display its practical application that can develop academic writing in terms of practicing English writing. The present thesis is administered to investigate the effects of integrating this instructional activity into FL classes of writing. It further tries to give a clear picture about its effects on the five components of essay academic writing: content, organization, vocabulary, language use and mechanics. The present thesis presents quantitative and qualitative research conducted through calculating the t-test with the two groups: experimental and control, and analyzing of students' questionnaires and teachers' interviews. First year students (N=60) participate in the present research work: (N=30) students form the experimental group, and (N=30) students form the control group. The findings of the data analyses showed that students who took home assignments along with effective teachers' feedback performed better than those who did not. Recommendations were made to teachers and students on the need to recon with take home assignments to improve students' academic writing performance. Keywords: academic writing, homework assignments, quantitative research, qualitative research, feedback VI

LIST OF ABBREVIATIONS AND ACRONYMS

ALM: Academic literacy model

AL: Academic literacy

APA: American Psychological Association

CG: Control Group

E-feedback: Electronic feedback

EFL: English as a foreign language

ENS : école normale supérieure

Etc. : Et Cetera

ESL: English as a Second Language

EXPG: Experimental Group

FL: Foreign Language

that is: estid :I.e

L1: First Language

L2: Second Language

LMD: License-Master - Doctorate

MLA: Modern Language Association

N: Number

NLS: New Literacy Studies

SPSS: Statistical Package for Social Sciences

TEFL: Teaching English as a foreign language

UK: United Kingdom

WE: Written Expression

%: Percentage VII

LIST OF TABLES

Table 1The Relationship Between Purpose of Homework and Homework Task................ 34

Table 2Experimental and Control Groups................................................................. 76

Table3 Cronbach's Alpha for Assessment Rubric........................................................ 81

Table 4 The Total Average of The Pretest Grades Distributed by The Control Group........ 110
Table 5 The Total Average of The Pretest Grades Distributed by The Experimental Group 111

Table6 Summary of Pretest Scores for Both Groups................................................... 112

Table7 The Total Average of The Progress Test N1 Grades Distributed by The Control 117
Table 8 The Total Average of The Progress Test N1 Grades Distributed by The

Experimental Group................................................................................................

118

Table 9 Summary of Progress Test N1 Scores for Both Groups....................................... 119

Table 10 The Total Average of The Progress Test N2 Grades Distributed By The Control 123
Table 11 The Total Average Of The Progress Test N2 Grades Distributed by The

Experimental Group................................................................................................

124

Table 12 Summary of Progress Test N2 Scores for Both Groups..................................... 125

Table 13 The Total Average of The Progress Test N3 Grades Distributed by The Control 131
Table 14 The Total Average of The Progress Test N3 Grades Distributed by The

Experimental Group................................................................................................ 132

Table 15 Summary of Progress Test N3 Scores for Both Groups..................................... 133

Table 16 The Total Average of The Progress Test N4 Grades Distributed by The Control 138
Table 17 The Total Average of The Progress Test N4 Grades Distributed by The

Experimental Group................................................................................................ 139

Table 18 Summary of Progress Test N4 Scores for Both Groups..................................... 140

Table 19 The Total Average of The Posttestgrades Distributed by The Control Group........ 142 Table 20 The Total Average of The Posttest Grades Distributed by The Experimental......... 143 Table 21 Summary of The Scores in Both Tests (pretest And posttest) for Both Groups........ 144 Table 22Scores Matching of The Experimental and The Control Groups ........................ 147 VIII Table 23Progress Matching Of The Experimental And The Control Groups .................... 147

Table 24 T-Test Summary of Post-Test Scores............................................................. 152

Table 25 The Level of Size Effect (²Η) And (D)............................................................ 153

Table 26 The Effect Size of Homework Assignment On Students' Achievement In Academic

Writing.................................................................................................................. 154

Table 27Experimental Students' Attitudes Towardsthe Role Ofhomework Writing

Assignments in Improving Students' Academic Writing.................................................. 155

Table 28Students' Favorite Skills............................................................................ 160

Table 29Students' Opinions if Reading Improves Their English Academic Writing Skills... 160

Table30 Are Students Encouraged to Write....................................................................... 161

Table 31 Students' Definition of Good Academic Writing..................................................... 162

Table 32

The Difficulties Students Encounter While Writing.................................................. 162

Table

33 Students' Objectives in Learning Writing............................................................... 163

Table

34Levels of Student Writers.................................................................................... 164

Table

35Frequency of Writing Practicess in General.......................................................... 164

Table

36Frequency of Writing Practicess At Class in Other Subjects.................................. 165

Table

37 Frequency of Writing Practicess At Home in Other Subjects.................................. 165

Table

38 Students' Opinions if Homework Assignments Are Waste of Time or Not.................... 166

Table

39 Students' Opinions If Their Teachers Give Them Homework or Not............................ 167

Table

40Students' Attitudes if They Do Their Homework Assignments ..................................... 168

Table

41Doing Homework Improves Writing Essay Assignments in English Language at

169

Table 42

Attending Written Expression Course Improves Writing in Other Modules..................... 169 Table

43Frequency of Teacher's Feedback.......................................................................... 170

Table

44Importance of Teacher's Feedback........................................................................ 170

Table 45

Techniques Used by Teachers to Correct Students' Essays and Paragraphs................... 171 Tablequotesdbs_dbs47.pdfusesText_47

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