Polycopiées pédagogiques expertisés

Permanent URI for this community

https://dspace.ummto.dz/handle/ummto/22179

Browse

Browsing Polycopiées pédagogiques expertisés by Author "AMMOUR Kamila"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Research Methodology
    (Université Mouloud Mammeri Tizi-Ouzou, 2024) AMMOUR Kamila
    The course “Research Methodology in Social Sciences” is a foundational component of the Master One programme in Foreign Language Didactics at Mouloud Mammeri University. It is designed to develop students’ ability to conceptualise, design, conduct, and report empirical research in applied language studies and the wider social sciences. The course equips future researchers with both theoretical and procedural knowledge required to engage in rigorous and ethically sound academic inquiry. The course begins by introducing students to the nature and purposes of scientific research, with a particular focus on its role in educational and applied linguistics contexts. Students are guided through the philosophical underpinnings of research, notably positivism and interpretivism, enabling them to understand how epistemological assumptions shape research design, data collection, and interpretation. This theoretical grounding prepares learners to differentiate between quantitative, qualitative, and mixed-methods approaches, and to select the most appropriate methodological framework in relation to their research questions. A central emphasis of the course is placed on research design and planning. Students learn how to formulate research problems, define variables, develop research questions and hypotheses, and choose suitable designs such as case studies, surveys, experimental research, and interpretive studies. These skills are essential for conducting systematic investigations in foreign language education and social sciences more broadly (Cohen, Manion & Morrison, 2005;Dörnyei, 2007). The course also develops students’ competence in data collection and analysis. Learners are trained to use key instruments including questionnaires, interviews, classroom observations, and document analysis, and to analyse data through both qualitative techniques (e.g., content analysis, discourse analysis, conversation analysis) and quantitative procedures (e.g., descriptive and inferential statistics, SPSS). This dual focus ensures that students can handle diverse types of data and produce valid and reliable findings (Brown & Rodgers, 2002; Kumar, 2011). Finally, strong attention is given to sampling procedures and ethical issues, highlighting the responsibility of researchers to protect participants, ensure transparency, and maintain academic integrity. The course culminates in the design of a full research proposal, enabling students to integrate all components of the research process into a coherent and credible academic project. By the end of the course, students are not only equipped with methodological tools but are also able to think and act as novice researchers within the field of foreign language didactics and applied linguistics.
  • Thumbnail Image
    Item
    Writing Academic Research
    (Université Mouloud Mammeri Tizi-Ouzou, 2024) AMMOUR Kamila
    The course writing Academic Research is an advanced methodology module designed for Master’s students in Foreign Language Didactics who are preparing their Master’s dissertations. It aims to develop both students’ research competence and their academic writing literacy, enabling them to produce a coherent, methodologically sound, and academically credible dissertation. The course begins by distinguishing between doing research and writing research, emphasizing that collecting data and reporting it in an academic text require different but complementary skills. The Master’s dissertation istreated as an academic genre, following Swales’ (1990) theory of genre as a socially recognized form of communication characterized by a specific communicative purpose, schematic structure, content, and style. Students learn that their dissertation must follow the traditional simple model (Introduction, Literature Review, Methodology, Results, Discussion, Conclusion), whichis the standard format required by the Department of English. A core component of the course focuses on research planning, including the selection of a research topic, formulation of a research problem, definition of research aims and objectives, and the choice of an appropriate research design (case study, survey, experimental, or interpretive). Following Creswell (2014) and Cohen et al. (2007), students are trained to ensure that their research is systematic, empirically grounded, and theoretically informed. Students are then guided through the writing of a research proposal, which includes the title, background literature, objectives, methodology, significance of the study, and key references. Special attention is given to the rhetorical structure of the dissertation introduction based on Swales and Feak’s (1994) Create-A-Research-Space (CARS) model, which teaches students how to establish a research territory, identify a gap, and position their own study. Finally, the course develops students’ ability to write the main chapters of the dissertation, literature review, methodology, results, discussion, and conclusion, and to use the APA referencing system correctly, ensuring academic integrity, clarity, and scholarly by distinguishing credibility.