Výsledky vyhledávání - "Dallel SARNOU"

Akademický článek

Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes

Autor: Dallel Sarnou, Hanane Sarnou

Publikováno v: Multidisciplinary Journal of School Education, Vol 12, Iss 2 (24) (2023)

Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acqui

Externí odkaz: https://doaj.org/article/1323f03db79b4bacaa2af538adbaa4ba

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Akademický článek

A Freirean deconstruction of online education in Algeria

Autor: Dallel Sarnou

Publikováno v: Cadernos CIMEAC, Vol 12, Iss 3, Pp 66-77 (2022)

In his seminal and highly influential work Pedagogy of the Oppressed (1970), the Brazilian scholar Paulo Freire refers to education as “becoming an act of depositing, in which the students are the depositories and the teacher is the depositor.” F

Externí odkaz: https://doaj.org/article/45fed1fe5d9c4792ad487645e30cdaaf

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Exploring the Necessity for Students to Exercise Digital Minimalism While Studying Online: Case of 35 Master Students at the Department of English of Abdelhamid Ibn Badis University, Algeria

Autor: Dallel Sarnou

Publikováno v: Journal of Language Teaching and Research. 12:370-376

This study aimed at exploring the philosophy of digital minimalism, and put forward its importance for an effective online learning in higher education during the lockdown. The long quarantine that the COVID 19 pandemic imposed on most countries of t

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::7903130552ff150e15df773511a42565
https://doi.org/10.17507/jltr.1203.06

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Highlighting the Consequences of Ignoring Children's Emotions in Schools: Case of 30 pupils in 3 Algerian Primary Schools

Autor: Dallel SARNOU, Hanane SARNOU

Publikováno v: Academy Journal of Educational Sciences.

This research paper probes the potential effects that disregarding academic emotions in the educational milieu might have on primary school pupils in Algeria. It mainly focuses on revealing various emotions children have in and toward their schools.

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::f038371428021f7dd13b25065d9c2839
https://doi.org/10.31805/acjes.1091001

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Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID–19: The case of MA Language and Communication at Mostaganem University

Autor: Dallel Sarnou, Hanane Sarnou Sarnou

The ongoing pandemic of COVID-19 has affected all countries worldwide in all sectors, mainly in the education sector. Schools and Universities were closed. Teaching and learning were transformed from face to face environments to online platforms. In

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::64cf2124235aec9e33bf5a0842b8ce95
https://doi.org/10.31235/osf.io/9kavc

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QUESTIONING THE SIGNIFICANCE OF TECHNOLOGIZING ALGERIAN SCHOOLS AND UNIVERSITIES: DID IT FAIL OR SUCCEED?

Autor: Dallel Sarnou

The present paper investigated major reasons behind the failure of an effective technologization of schools and universities in Algeria. It also tackled the issue of teacher-student rapport in an era where the internet has become a rival for teachers

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::01019fe604379536a379a76545832cda

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Re-thinking the Veil, Jihad and Home in Fadia Faqir’s Willow Trees Don’t Weep (2014)

Autor: Dallel Sarnou

Publikováno v: Open Cultural Studies, Vol 1, Iss 1, Pp 155-160 (2017)

In her latest novel Willow Trees Don’t Weep(2014), the writer Fadia Faqir decided to go against the grain as a Muslim woman coming from the Middle East but lives in Britain and write about jihad, terrorism and Taliban. In this novel, the author neg

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7436d0aef33ed9fe9abcc8998ee549a1
https://doi.org/10.1515/culture-2017-0014

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