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Academic Year
2018/2019
People's Democratic Republic of Algeria
Ministry of
Higher Education and Scientific Research
Mouloud Mammeri University of
Tizi-Ouzou
Faculty of Letters and Languages
Department of
English
Domain: Foreign Languages
Branch: English Language
Option: Language and Communication
Dissertation Submitted in Partial Fulfillment of the
Requirements
for the Degree of Master in English
Title:
Developing EFL Students' Communication Skills
through Collaborative
Visualisation: An Analysis of Teachers and Master One
Students' Attitudes in
the Department of English at Mouloud Mammeri
University of Tizi-Ouzou.
Presented by:
HADJEM LAMIA
HAMMAR THILELLI
Board of Examiners:
Chair: Dr. YASSINE Souryana (MCA) Mouloud Mammeri
University of Tizi-Ouzou. Supervisor: Mr. AOUINE Akli (MAA) Mouloud Mammeri
University of Tizi-Ouzou. Co-Supervisor: Mr. CHERIFI Ahcene (MAA) Mouloud
Mammeri University of Tizi-Ouzou. Examiner: Mr. CHETOUANE Madjid (MAA) Mouloud
Mammeri University of Tizi-Ouzou.
I
To my beloved ones!
I dedicate this work to my adorable mother and father
and my little brother Amine who were my source of inspiration and motivation to
achieve this work.
To all my friends and people who encouraged me and
believed in
me.
LAMIA
I dedicate this work to all those who have been a
source of energy, motivation, and of moral support for me!
Mom who has never stopped believing in my success,
Dad who has never underestimated my skills! Sonia, Ameziane, Nany and Walid but
especially Dihia who has always believed in me!
Lamia, my partner who has been incredibly patient
with me! Tina, Tafi, Dalia and all my friends with no
exception!
Finally, special thanks go to Mohand, Zinou and Nabil
for their support.
THILELLI
II
Acknowledgments
Acknowledgments
We would like to express our deep and sincere gratitude to our
teachers and supervisors Mr. Aouine Akli and Mr.
Cherifi Ahcene for their guidance, support, and help during
conducting this work.
We would like also to thank the members of the jury for having
accepted to read and evaluate our work.
We are also really grateful to all the participants who
contributed to this work both students and teachers in the Department of
English, to all the rest of teachers who were helpful especially Mr.
Hami Hamid, and all those who helped us, in a way or another,
in accomplishing this work.
III
Abstract
Abstract
The present study is conducted to investigate teachers'
and students' attitudes toward promoting EFL students' communication skills
through collaborative visualisation. This research has two main objectives
which consist in identifying Master one student's and their teachers' attitudes
towards the use of collaborative visualisation in the learning process to
promote students' communication skills. In addition to exploring the extent to
which collaborative visualisation can help the students to develop their
communication skills in English. To do so, the coordination process
theory of Erkens (2005) is applied. For the collection of data, 6 structured
interviews have been conducted with teachers, 220 questionnaires have been
distributed to Master I students but only 130 have been returned.. For the
analysis of quantitative data, the rule of three is used; whereas, for the
qualitative data, we relied on a descriptive analysis. The findings of
students' questionnaire have revealed that students have positive attitudes
toward using collaborative visualisation to promote their communication skills.
In addition, the results of the teachers' interview have shown that teachers do
encourage this kind of techniques to improve learning in general and to develop
students' communication skills in particular.
Key words: Attitudes, Collaborative
Visualisation, Communication Skills, Theory of Coordination Process.
IV
List of Abbreviations
List of Abbreviations
· CL: Collaborative Learning.
· CS: Communication Skills.
· CSCL: Computer Supported
Collaborative Learning.
· CSCW: Computer Supported Cooperative
Work.
· CV: Collaborative Visualisation.
· EFL: English as a Foreign Language
· H: Hypothesis.
· ICTS: Information Communication
Technologies.
· MMUTO: Mouloud Mammeri University of
Tizi-Ouzou.
· Q: Question.
V
List of Figures
List of Figures
Figure 1: Collaborative visualisation can occur
in many scenarios delineated according to
space and time 10
VII
List of Diagrams
List of Diagrams
Diagram1. Students' Experience in English 29
Diagram2. Students' Opinions about Mutual
Activation in Developing their Communication
Skills 30
Diagram3. The Importance of
Grounding or Creating a Common Frame of Reference to
Promote Students' Communication Skills 31
Diagram4. Students' Techniques for Maintaining
Discussion 32
Diagram5. Students' Techniques for Checking
their Understanding 33
Diagram6. Students' Reasons of their Learning
Preferences 36
Diagram7. Collaborative Visualisation and
Promoting Communication Skills 37
Diagram8. Students' Attitudes toward Promoting
Communication Skills through Combining
Visualisation with Collaborative Learning 38
Diagram9.
Promoting Communication Skills through Collaborative Learning with
Visualisation 39
Diagram10. Students' Attitudes toward Developing
Communication Skills through
Collaborative Visualisation 40
Diagram11.
Effectiveness of Synchronous and Asynchronous Collaborating in
Promoting
Students' Communication skills 41
VII
List of Tables
List of Tables
Table1. Distribution of Master I Students
28
Table2. Students' Experience Abroad 29
Table3. Students' Discussion Maintenance in
Classroom 31
Table4. Students' Techniques for Maintaining
Discussion 32
Table5. Students' Techniques for Checking
their Understanding 33
Table6.The Significance of Negotiation during
Collaborative Activities 34
Table7. Students' Preferences in Learning
35
Table8. Students' Reasons of their Learning
Preferences 35
Table9. Collaborative Visualisation and
Promoting Communication Skills 37
Table10. Promoting Communication Skills
through Collaborative Learning with
Visualisation 38
Table11. Debating through Collaborative
visualisation 39
Table12. Effectiveness of Synchronous and
Asynchronous Collaborating in Promoting
Students' Communication skills 41
VIII
Table of Contents
Table of Contents
Dedications I
Acknowledgements II
Abstract III
List of Abbreviations. IV
List of Figures V
List of Diagrams VI
List of Tables VII
General Introduction
? Statement of the Problem 1
? Research Questions and Hypotheses 2
? Aims and Significance of the Study 3
? Research Design and Methodology 4
? Structure of the Dissertation 4
Chapter One: Review of Literature
I. Collaborative Visualisation
Introduction 6
1. Collaborative Learning 7
1.1. Conceptions of Collaborative Learning 7
2. Collaborative Visualisation 9
2.1. Computer Supported Collaborative Learning 12
3. Importance of Collaborative Visualisation in the Process of
Learning 13
4. Visual Aids 13
4.1. Definition of Visual Aids 13
4.1.1. Types of visual Aids 14
IX
Table of Contents
4.1.1.1. Pictures 14
4.1.1.2. Films 14
4.1.1.3. YouTube Videos 15
4.1.1.4. Power Point Slides 15
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