La langue anglaise

Discussion of teachers’ Interview, EFL students’

2. Discussion of teachers’ Interview

2. 1. Teachers’ Profile

The results indicate that the difference in teachers’ experiences with teaching English did not affect their attitudes toward adopting collaborative visualization to develop students’ communication skills.

The majority of respondents have taught English for more than 10 years and they all have faced difficulties with their students because they still have problems of communication and this is due to the lack of new strategies and techniques that cannot be implemented because of the lack of materials.

Most of them have been for a training period abroad and during their experiences; they have always encouraged new techniques to develop communication.

So, their experiences affected positively their attitudes, and this is an example of what is said in the definition of attitudes provided by Allport (1935: 810), an attitude is “A mental or neural state of readiness, organized through experience. ”

They all encouraged the implementation of collaborative visualization as a support to the traditional ways to develop students’ communication skills in English which goes with two of our hypotheses where we highlighted that teachers have positive attitudes toward the use of collaborative visualization

Discussion of ELF Students’ Questionnaire Findings

Chapter IV Discussion of the Findings

Introduction

While conducting this study, we have used two reliable tools to gather data in order to achieve our objectives and answer the research questions raised in the General Introduction, as well as, confirming or refuting the research hypotheses.

In this chapter we have discussed the findings of students’ questionnaire as a first part and the second part analyses the results of the interviews conducted with six teachers of different modules in the Department of English at Mouloud Mammeri University.

1. Discussion of Students’ Questionnaire Findings

1. 1. Students’ Attitudes towards the Use of Collaborative Visualization in the Department of English

The distributed questionnaire contains questions based on the principles of Coordination Process Theory that are introduced by Erkens (2005).

The purpose behind this research is to investigate teachers’ and students’ attitudes toward collaborative visualization in developing students’ communication skills in English at the level of the Department of English at Mouloud Mammeri University of Tizi Ouzou.

To reach this goal, a series of questions related to collaborative learning have been asked to Master One students of different options in the Department of English, University

EFL students’ & students’ communication skills: the findings

Chapter III Presentation of the Findings

Introduction

This chapter presents the findings reached during conducting our investigation using two main tools: students’ questionnaire and teachers’ interview. The results are presented in the form of tables, diagrams and pie charts.

We have divided this part into two sections, the first deals with presenting the results of the students’ questionnaire and the second presents the findings of the teachers’ interview.

These two have been conducted with students and teachers of the Department of English at Mouloud Mammeri University of Tizi Ouzou.

3. 1. Presentation of the Results of the Students’ Questionnaire:

3. 1. 1. General Information about the Participants

Q1: What is your option?

Table1. Distribution of Master I Students

This table shows the different options from which we have selected our participants. The results show that the majority of them (32. 31%) study Language and Communication; (18. 46%) study comparative literature. (17. 69%) of

Research method and data analysis procedures

Chapter II Research Design

Introduction

The present chapter deals with the methods used in this research. It describes the research design of the study, the procedures of data collection and the methodology of data analysis.

This study aims at analyzing teachers’ and students’ attitudes towards collaborative visualization as a technique that can help students to develop their communication skills in English.

This chapter is composed of two sections. The first section is about data collection procedures taking into account the participants, the context where the study is conducted, the research method that is used to gather data (the mixed method), as well as data collection tools used to collect both quantitative and qualitative data (questionnaire and interview).

The second section is about the procedures of data analysis that contains the different methods used to analyse the research.

Statistics and percentages are used for the analysis of the quantitative data obtained from the students’ questionnaire; whereas, a descriptive analysis was relied on to interpret the qualitative data obtained from open- ended questions included in both the questionnaire and the interview.

1. Context of the Investigation and Population Sample

This investigation has taken

Types of Communication Skills and Attitudes

II. Communication Skills

This can be divided into three parts:

1. Definition of Communication

Generally, communication can be defined as a process of exchanging information from the person who gives the information, either through a verbal or non-verbal method, to the person who receives it. Baker (2010: 01) defines communication as “the act of transmitting and receiving information”.

In addition; it is defined as “a process of passing information and understanding from one person to another” (Davis, 1967 cited in Singla, 2008: 236).

This means that communication is transmitting understanding too, not only information. Based on these definitions, the main elements of communication can be distinguished: the sender, the information and feedback by the receiver.

The sender is the person who sends the idea to another person or to a group of people like a teacher who informs his students about the date of an exam, the information is the message or the idea being communicated and this example, it is the date of the exam, the receiver is the person or the group of people who receives the information or the message like the students in the given example and

Collaborative Learning and collaborative Visualization

Chapter I: Review of the Literature

Introduction

The current chapter reviews relevant literature on the learning, and teaching strategies of collaborative visualization, collaborative learning, and communication skills.

This is for the sake of setting a ground that allows us to analyse the attitudes that are held by both teachers and students in the Department of English at Mouloud Mammeri University of Tizi Ouzou towards collaborative visualization (CV) in developing communication skills (CS) in English. This chapter is composed of seven basic parts.

The first part is devoted to collaborative visualization. We start this section with several definitions proposed by authors to collaborative learning (CL); then, we move to a brief literature review of collaborative visualization.

The second section deals with the importance of collaborative visualization in the process of learning. We define, in the third position, visual aids and explain their types.

Afterwards, communication skills are defined and the different types which might be involved in the collaborative visualization are explained in the fourth part. The fifth part reviews the relationship between collaborative visualization and communication skills from a constructivist approach.

The concept of attitude and its definition are dealt with at