The Journal of Studies in Language, Culture, and Society

Shared Perspectives Of Spiritual Blindness And Deadness In D.h. Lawrence’s The Blind Man And James Joyce’s The Dead

Souad Sara Hedroug — 2025-07-18

Modernist literature frequently explores themes of psychological and emotional stagnation, reflecting the anxieties of an era marked by rapid social and cultural change. However, while much research has examined individual portrayals of alienation and existential paralysis in modernist fiction, fewer studies have investigated how different authors employ distinct metaphors—such as death and blindness—to critique the limitations of human perception and emotional growth. Addressing this gap, this study conducts a comparative qualitative analysis of James Joyce’s The Dead and D.H. Lawrence’s The Blind Man to explore their shared theme of spiritual deadness and its implications for human relationships and self-awareness. This study seeks to answer the following research questions: (1) How do Joyce and Lawrence use the motifs of death and blindness, respectively, to represent spiritual deadness? (2) In what ways do both texts offer moments of reversal, where the dead regain life and the blind acquire a form of sight? (3) How do these literary representations critique modern life and its failure to provide genuine emotional or spiritual fulfilment? Through a comparative interpretive analysis, this study closely examines the protagonists' internal and external worlds, demonstrating how Joyce and Lawrence not only depict spiritual paralysis but also introduce dimensions of renewal. By exploring the tensions between spiritual deadness and aliveness, this research highlights how both authors expose the limitations of modern existence, where seemingly living and sighted individuals struggle to achieve true emotional or spiritual awakening.

Comparative Psychoanalytic Study Of Poe’s “the Oval Portrait” And Hawthorne’s “the Birthmark”

Hejazi Bayan — 2025-07-18

The present study discusses Psychological concepts such as id, Eros, obsession, narcissism, and aggression as they are represented in Hawthorne’s “The Birthmark” (1843) and Poe’s “The Oval Portrait” (1842). These Dark Romantic works focus on depicting the evilness of human beings as a reaction against Puritan beliefs. The study's main aim is to introduce the similar mentality of male characters in both stories and how their unconscious mind plays a huge role in shaping their reactions. Moreover, it emphasizes how they are controlled by their impulses which lead them to sacrifice their wives for achieving stability. Several Psychological concepts are discussed such as the pleasure principle and obsessive jealousy that reinforce male characters’s evilness and aggression. Thereafter, a discussion is raised to answer questions on how obsession and narcissism limit the protagonists’ understanding of the horrific situation and indulge them in a defence mechanism against threats. Their lack of awareness and acting on their impulses lead them to realize their fallibility and imperfection.

Barbary Captivity Narratives In Puritan Theology

Rachid Mehdi — 2025-07-18

Barbary captivity narratives have been studied at length by many scholars of early American literature. In an attempt to bring some additional knowledge to this literary genre, instead of dealing with all early Americans’ positions towards the accounts of the captives held in North Africa, we have restricted the field of our study by examining these narratives in relation to a particular Protestant congregation in New England, namely the Puritans, who played a key role in publishing these verbal accounts. The purpose of this article is to show how early American clergymen such as Cotton Mather subjoined these captives’ personal experiences to a Puritan framework of typological hermeneutics for understanding the Bible, not only to fortify their community, but also to build up a cruel picture of North African and Ottoman Muslims as savage and primitive, and legitimize their desire to propagate the Christian faith to those “ignorant” of the “true” knowledge of God.

Framing Of Media Discourse On Television: A Comparative Study Of Aljazeera And Al -hadath Channels On The Boycott Of Products From Companies Supporting The Zionist Entity

Akrem Boutora — 2025-07-18

The paper entitled Framing Communication Discourse Over Television: A Comparative Examination of Al Jazeera and Al Hadath Channels on the Boycott of Goods from Establishments Helping the Zionist Entity investigates how the broadcasting determines public opinion through linguistic and textual scrutiny based on frame theory and agenda setting. The researchers used quantitative and qualitative methods to examine text and linguistic information and to provide a detailed comparison of the major vocabulary and phrases used simultaneously in different channels. The delve into exposes that al Jazeera adopts an aggressive, boycotting discourse, stresses ideas of resistance and privileges while attaching the subject to a transnational, political, and monetary dimension. Rather, al Hadath focused on the local consequences of the boycott, including the implications for consumers and the state economy. In addition, the inquiry claims that the difference in discourse strategies reflects changes in ideological and public orientation, which in turn affects the way the audience's knowledge is designed and how it is counterbalanced in relation to the question at issue. In its resolution, the Post stresses the importance of assessing broadcasting discourse in order to understand the current social and government activity in the region.

The Aurès Between 1935-1936 Through The Eyes Of Thérèse Rivière

Tarek Mokhnane — 2025-07-18

This article examines the journey of French anthropologist Thérèse Rivière to the Aurès region during 1935-1936, where she sought to study the Chaoui Amazigh society and document its cultural, social, and economic features. This expedition was part of the broader efforts of French anthropological missions to understand local communities, especially within the colonial context of that time. Rivière’s observations focus on the structure of Chaoui society, highlighting strong family ties, inherited customs and traditions, and the central role of women in social and economic life. She also documents details of daily life, including traditional clothing, rituals and festive occasions, and economic activities based on herding and agriculture. The photographs Rivière took during her journey serve as significant visual records, capturing the reality of life in the Aurès at the time. Her research, housed at the (Musée de l'Homme) in Paris, has enriched anthropological knowledge of the Chaoui community, making her work a valuable reference for studying this region. The article concludes by emphasizing the importance of her work in preserving the cultural heritage of the Aurès and showcasing the diversity and richness of Algerian society during that period.

Breaking Hollywood’s Stereotypes: Arab Americans Respond

Mohammed Amin Medjabra — 2025-07-18

This article sheds light on the stereotypical representations of Arab Americans in Hollywood. It focuses on the response of Arab Americans to the increasing outrageous stereotypes of the industry in post 9/11 America. Hollywood has always dehumanized and demonized the Arab and Muslim characters in its movies and presented them as terrorists. The research explores how Arab
American independent moviemakers and producers used counter-narratives and self-representation to challenge the long-established Hollywood’s stereotypes and provide a reasonable and authentic portrayal of Arab Americans. The rise of independent cinema offered a room for Arab Americans to showcase the cultural differences of their ethnic communities. To reach the objectives of this research, both descriptive and qualitative methods are employed. The paper concludes that the efforts made by Arab Americans to counter Hollywood’s stereotypes managed to have their voices heard and prompted them to continue their struggle against media racial stereotyping.

The Sufi Function In Artistic Features: A Reference Reading In Modern European Plastic Arts

Mohamed Badir — 2025-07-18

Literary and artistic works have conveyed multiple discourses, particularly the Sufi indications, as a means of searching for absolute truth. This perspective is often embraced by a group that has led a life of asceticism, piety, and seclusion, to immerse the self in servitude and shed the reprehensible traits of human nature. The goal is to subject oneself to divine commands, find peace, and submit to the judgments of divine sovereignty. These influences have extended to global art schools, serving as material and psychological scientific discoveries of a lost dream that the self-strives to reach, particularly in plastic paintings. Various sciences, including anthropology and philosophy, have allowed us to deconstruct the relationship of art and Sufism. This has established harmony and coherence of the artist and the mystic, enabling them to journey with their individuality towards absolute happiness and achieving cultural partnership among humans.

Reflection On Anglicism: From Jargonizing To Popularising Speaking In Reshaping The Language Landscape Within The Algerian Society

Nadira Chahboub — 2025-07-18

Our paper suggests reflecting on the Anglicism process and its impact on educational standards. Despite the complexity of the Algerian linguistic landscape, political decisions have only added further complications, affecting everyday communication and reshaping social culture. Since the process was launched, many gaps and serious considerations have emerged. As a result, the linguistic landscape has changed since the operation was carried out. Regarding the methodological aspect, our paper is an exploratory and reflective study that employs comparative analysis of various language studies exploring the relationship between language, society, power, and knowledge. Additionally, it integrates interdisciplinary perspectives to communicate the political implications of Anglicism, tracing its impact from the University to society. Our article evaluates this decision from multiple perspectives and anticipates how it may reshape society at various levels. It finally comes to the following conclusions: the Algerian linguistic landscape has drastically changed in Algerian society from the top to the bottom, and it is changing. The actual change will narrow the presence of the French language starting from everyday life to other contexts, but most importantly the professional sphere where the French language is more used. Our paper aims to comprehensively understand the common ground among the four languages used in Algeria. Additionally, it seeks to encourage researchers to conduct genuine scientific research on integrating the English language, whether at the university level or within the educational system.

Elt Praxis In Intercultural Context: Ensb Pre-service Teachers’ Perceptions Of Program Adequacy & Preparedness For Cultural Integration

Sid Ali Selama — 2025-07-18

Intercultural communicative competence, as an area of study, continues to intrigue teachers, researchers and teaching/learning materials designers; thus, much has been written on the subject. In Algeria and abroad, literature on foreign languages education has always served to disseminate information on and ideas for developing learners’ intercultural communicative competence. However, little research on the place of culture in EFL teacher education programs may be found. This paper, therefore, attempts to discover whether the current EFL teacher training programs in Algeria effectively prepare future teachers to deal with culture in their classrooms. Failure to address this issue risks neglecting critical aspects of teacher preparation and, by extension, the credibility of teacher education as an area of study will be undermined. To fill this research gap, we opted to examine the extent to which initial training for teachers in Algeria can foster learners’ intercultural communicative competence. The researcher achieved this by 1) reviewing the teacher knowledge base identified as essential in literature related to teacher education, and 2) addressing a range of quality indicators, including future EFL teachers’ sense of preparedness for integrating intercultural communicative competence into their lessons. Using a quantitative research design, data were collected through a structured questionnaire consisting of Likert-scale items. The sample included 34 pre-service teachers enrolled at the Ecole Normale Supérieure Bouzereah, Algiers, Algeria. The collected data were analyzed using descriptive statistics through SPSS to identify patterns in participants’ responses. The findings revealed that although participants acknowledged the importance of integrating cultural elements into language teaching and felt moderately prepared for intercultural communicative competence, gaps seemed to be persistent in practical application, highlighting the need for more targeted training in culturally responsive pedagogy. Based on the findings, it is recommended that teacher education programs provide more practical, experience-based training to support the development of intercultural communicative competence.

Towards Education 4.0 And University 4.0 In Algeria

Abdelbasset Dou — 2025-07-18

The rapid advancements of Industry 4.0, driven by artificial intelligence (AI), the Internet of Things (IoT), and automation, have necessitated a transformation in higher education. This shift towards Education 4.0 and University 4.0 aims to align academic institutions with the demands of a technology-driven world, fostering innovation, digitalization, and knowledge-based economies. This paper examines the transformation of Algerian higher education institutions (HEIs) within this context, analyzing the challenges, opportunities, and strategic policies that shape their transition to University 4.0. Algeria has demonstrated commitment to this transformation through increased investments in research, digital infrastructure, and entrepreneurship initiatives. Calling for a national committee to oversee the transition further reflects its strategic approach. However, barriers such as rigid curricula, unequal access to technology, outdated pedagogical models, and limited funding frameworks remain significant obstacles. It is important to assess whether Algerian HEIs will radically transform or incrementally adapt to the University 4.0 model by evaluating higher education policies, funding mechanisms, and governance models. The study concludes that the successful implementation of University 4.0 in Algeria requires structural, pedagogical, and policy reforms that bridge the gap between education, industry, and economic development. Algerian universities can become key drivers of national progress, economic growth, and global competitiveness by embracing global trends while addressing local challenges.

Shaping Algeria's Emi Future: Advancing Beyond Linguistic Competence To Achieve Pedagogical Transformation

Bouguebs Radia — 2025-07-18

The increasing adoption of English as a Medium of Instruction (EMI) in Algerian universities has drawn considerable attention to the challenges and opportunities associated with its implementation. This three-year longitudinal study examines the landscape of EMI integration at Constantine 3 University, focusing on two pivotal phases. The baseline study, conducted in 2023 with twenty-eight (28) faculty members, revealed major concerns related to instructors’ language proficiency and the preservation of academic standards during the early stages of EMI adoption. Building upon these initial findings, the current phase (2025) adopts a mixed-methods approach, combining in-depth interviews with twenty (20) faculty members and institutional document analysis, to examine the role of systemic support structures in addressing persistent barriers. The study focuses specifically on disparities between STEM (Science, Technology, Engineering, and Mathematics) and humanities disciplines and the emerging role of English for Specific Purposes (ESP) practitioners in bridging these gaps. The study findings reveal three enduring institutional deficiencies: uneven professional development pathways, the absence of standardized frameworks for material adaptation, and limited collaboration between subject-matter faculty and ESP specialists. Importantly, the data demonstrate that strategic ESP integration, through initiatives such as co-teaching and discipline-specific language scaffolding, can effectively mitigate 65% of the pedagogical challenges identified in 2023. The study concludes by proposing a tripartite framework for EMI enhancement: (a) university-level EMI resource centers to offer centralized guidance and training; (b) discipline-specific teaching partnerships to cultivate collaborative expertise; and (c) diagnostic tools to assess student preparedness and promote equitable access to EMI programs. These empirically grounded recommendations align with Algeria’s 2030 academic internationalization agenda and provide practical insights into EMI advancement within multilingual higher education contexts in the Global South.

Listening Beyond Silence: Subject Matter's Echoes From The Emi Classroom

Ouafa Ouarniki — 2025-07-18

This article is a report on a pedagogical seminar entitled "Heeding Subject Matter's Voices: Insights from the EMI Classroom, run face-to-face at Ziane Achour University of Djelfa, Algeria. The seminar aimed to investigate teachers' concerns at the pre-implementation stage of English as a Medium of Instruction (EMI). By grouping educators from diverse disciplines, it was a collective platform for sharing experiences and challenges related to the transition towards EMI. There was a range of principal concerns raised throughout the discussions. Language proficiency was chiefly mentioned by the participants as a main challenge, with issues about their inability to teach complex subjects in English due to a lack of confidence in their linguistic capacity. Second, the availability of resources was also an urgent issue, with educators citing the lack of appropriate teaching materials adapted to the EMI setting. Third, intensive professional development modules were also seen as a need, with educators citing the importance of systematic training to ensure a smoother transition. Notwithstanding these issues, educators highly appreciated the seminar, highlighting the importance of collaboration for exchanging best practices and experiences in EMI implementation. Also, they all agreed on the integration of guest language instructors into EMI courses, recognizing the potential of the practice to enhance both teacher and student language levels. Through the facilitation of interdisciplinary collaboration and institutional support, the project can serve as a springboard for the effective implementation of an Integrated Content and Language in Higher Education (ICLHE) approach

English As A Medium Of Instruction (emi): Non-english Major Scientific Teachers’ Expectancy & Requirement Vs. Language Learning Challenges

Fatima Zohra Malki — 2025-07-18

Algeria has recently embraced the use of English as a Medium of Instruction (EMI) for scientific subjects in higher education; a policy that has been already adopted by many non-English speaking universities. This decision, however, seems to raise the concerns of the Algerian scientific community. Equally, this abrupt change puts strains on many stakeholders involved, including both English teachers and scientific subject-matter instructors. In light of this issue, this work explores the complex task of teaching English to scientific university teachers and investigates the difficulties that scientific subject-matter instructors face in learning English language, taking the Ecole Nationale Polytechnique de Constantine (ENPC) as a case in point. This study reports on a one-year experience of teaching English to scientific teachers at the ENPC during the academic year 2022-2023. In this research, a mixed-methods approach was employed. Data were collected through diagnostic tests, unstructured classroom observations, and focus group discussions. The findings show that the reality of teaching English to scientific instructors falls far short of expectations. Many challenges were found to hinder the success of this process, including selecting appropriate content and adopting suitable methods for heterogeneous groups in terms of English proficiency level, discipline, availability, professional background, and age. Another major issue is the reluctance of subject teachers to attend/participate in the English course due to the demands of their pedagogical, research-related, and administrative responsibilities, besides their limited language learning capacity. In short, the current situation calls for a scrutiny of the task at hand and an elaborate plan that responds to the reality of higher education in the Algerian context.

Integrating Digital Tools Into Competency-based Elt Programs In Mali: Opportunities And Barriers

Koita Mahamadou Karamoko Kahiraba — 2025-07-18

This study investigates the integration of digital tools into competency-based English Language Teaching (ELT) programs in Mali, with the aim of identifying the opportunities and barriers associated with their use. It employs a mixed-methods approach, utilizing semi-structured interviews, surveys, focus groups, and classroom observations to gather perspectives. A total of 50 participants, including ELT teachers, students, and school administrators from urban and semi-urban areas, contribute to the data collection. The findings demonstrated two key results: first, while teachers recognize the potential of digital tools to enhance student engagement and learning outcomes, they face significant barriers, such as inadequate training, limited device access, and unreliable internet connectivity. Second, students express a strong interest in using digital tools, particularly multimedia resources, but encounter challenges related to high internet costs and unequal access to devices, exacerbating the digital divide. The study highlighted the need for targeted teacher training, infrastructure improvements, and policies promoting equitable access to technology to overcome these barriers. While substantial challenges remain, the integration of digital tools into Mali’s competency-based ELT programs offers significant opportunities for improving language-learning outcomes, provided that systemic issues are addressed.

The Importance Of Outdoor Education As A Strategy For Language Exploration, Experimentation, And Development Among Students In The Arabic Language Proficiency Diploma For Non-native Speakers At Ksu.

Djemai Mahmoud Boulaares — 2025-07-18

This study explores the impact of outdoor education as an innovative approach to enhancing Arabic language skills among non-native speakers enrolled in the Arabic Language Proficiency Diploma program at King Saud University. By extending learning beyond the traditional classroom, outdoor education immerses students in real-world contexts, fostering cultural engagement and facilitating practical language use. This paper presents a comprehensive analysis of the benefits of outdoor education, its practical applications, and the challenges it may present. The effectiveness of this approach was assessed using a structured methodology. The findings reveal that outdoor education significantly improves linguistic fluency, cultural competence, and vocabulary acquisition, providing a valuable alternative to conventional language instruction.

Animation In The Service Of Foreign Language Learning: The Impact Of Animated Films On English Acquisition Among Tunisian Primary School Students

Bouthayna Hammi — 2025-07-18

This study examines the impact of animated films on improving language learning outcomes for primary school students, particularly in the Tunisian context. Addressing the limitations of traditional foreign language teaching methods, the research explores how audiovisual media, specifically animated films, can enhance listening comprehension and vocabulary acquisition. Grounded in the theoretical frameworks of multimodal learning (Mayer, 2001) and involuntary memorization (Zinchenko, 2001), the study highlights the benefits of integrating visual, auditory, and contextual elements into the learning process. The methodology employed combines pre- and post-intervention assessments with structured questionnaires to evaluate students' linguistic progress. The findings reveal significant improvements in listening skills and vocabulary retention, demonstrating that animated films provide an engaging and effective learning environment. The study also emphasizes the role of emotional engagement and interactive contexts in fostering involuntary memorization and learner motivation. This research underscores the potential of animated films as a transformative educational tool, advocating for their integration into teaching strategies. The implications suggest that audiovisual media can enhance the accessibility and efficiency of language learning, especially in primary education.

Ai-infused Immersion: Cultivating Efl Learners’ Intercultural Sensitivity Through Google’s Gemini Ai Chatbot

Amina Sellami — 2025-07-18

The pace of change in the 21st century is unprecedented. Some skills have fallen from favour while others have rapidly become obsolete. Intercultural sensitivity is among the needed competencies in this era. It guarantees effective intercultural communication in multicultural and plurilingual communities. Individuals with good levels of cultural awareness, empathy, openness, and sensitivity represent a highly desired social profile. Henceforth, this inquiry investigates the influence of using Google’s Gemini AI chatbot on cultivating EFL learners’ intercultural sensitivity. It follows a quasi-experimental mixed methods design with a single case study of 8 EFL third-year students from the University of Guelma, Algeria. The study contains a quasi-experiment which covered 8 sessions, 2 hours per each, in which 6 themes were covered. To measure learners’ intercultural sensitivity, Chen and Starosta’s (2000) intercultural sensitivity scale is adopted as a pre and posttest. The treatment also included a focus group discussion after completing the intervention. The quantitative analysis of the scale using the Wilcoxon signed-ranks test unveils a significant difference in pre and posttest results as learners excel from moderate to high level of intercultural sensitivity. The qualitative thematic analysis of focus group discussion reveals that learners developed their cultural knowledge, attitudes, and awareness, and became more ethnorelative. Thus, the findings support the alternative hypothesis which implies that the use of Gemini AI’s chatbot cultivates learners’ intercultural sensitivity. Eventually, this inquiry outlines a set of pedagogical recommendations for fostering intercultural sensitivity and AI integration in the Algerian EFL classroom.

From Prompt To Response: Understanding Chatgpt Language Processing Framework To Improve Efl Teaching

Nawel Bengrait — 2025-07-18

Foreign Language (FL) learning and teaching have known a drastic shift due to the implementation of the fast-growing Artificial Intelligence (AI) tools. Traditional methods to teaching English involve one-size-fits-all approach that makes it challenging to address individual needs. Teachers interacting with AI-language assistant chabots as ChatGPT for generating teaching materials and designing tasks that align with students’ different proficiency levels, may not receive the intended response of the query. This can be the result of their limited knowledge of how the model function to generate texts. The present study analyzes ChatGPT language processing framework, centered on key components of prompting, tokenization, vectorization, transformer mechanism, and semantic analysis. The research aims to analyze how ChatGPT interprets and generates human-like texts, and hypothesizing that these stages can impact significantly the response coherence and accuracy. Adopting a qualitative method, the study illustrates language processing features through examples, showcasing its capacity to extract meaning from written text, and the importance of context in constructing responses. The Findings revealed that for the Large Language Model (LLM) to provide the accurate response to the given prompt, it interacts with the input lexical and semantic structures, and contextual specificity. EFL teachers understanding prompt engineering can refine their queries to receive more reliable responses which permit them to master the skill to lessen ambiguity in prompts generation and improve AI interaction for academic and educational purposes.

The Effects Of Digital Authoring Tools On University Students’ Writing: A Case Study Of Undergraduate Students

Lynda Silhadi — 2025-07-18

Technology has undoubtedly imposed itself as a crucial tool in developing linguistic skills to the extent that many educational institutions worldwide have integrated it into their teaching methods. In the context of EFL (English as a Foreign Language) writing, the introduction of writing-assisted tools, particularly ChatGPT, has raised questions about their impact on students' writing abilities. This study aims to examine the effects of using electronic writing-assisted tools on EFL students' writing, focusing on five key areas: vocabulary, grammar, coherence, cohesion, and idea generation. To guide the research, a quasi-experiment was conducted with 52 EFL undergraduate students at the University of Algiers 2 in Algeria. The study found that students frequently relied on ChatGPT and Google to generate ideas and improve vocabulary. However, no significant improvements were observed in these areas, nor in grammar, coherence, or cohesion. Additionally, the participants reported that teacher feedback was more valuable than automated feedback due to its perceived accuracy and quality. Thus, the findings suggest that while students use AI tools to generate written content, they do not fully utilize them to foster deep learning, improve writing competence in key areas, or develop independent writing skills. The study highlights the need for educators to develop strategies that help students better utilize technology to enhance their writing skills and produce high-quality original work.

Towards Understanding New Digital-based Reading Practices In Higher Education Institutions

Imene Bilouk — 2025-07-18

Printed texts have been the primary sources of reading for a long time. While new technologies have increased, innovative reading practices have been observed to be displayed on electronic devices. University teachers and students often read on the go, which could substantially affect how teachers instruct, and how students learn. The present study aims to investigate the shift from printed-text resources to digital-based reading practices in higher education institutions. This study employed an exploratory, descriptive research design using an online survey. A random sample of EFL teachers (N=20) from the faculty of arts and foreign languages at different Algerian universities participated in the study. The findings reveal that the survey respondents demonstrated their technology dependency whilst reading. The digital literacy competencies and skills teachers moderately prioritize could be classified as basic and critical skills. The research on digital reading contributes to the literature on innovative teaching practices in higher education institutions in Algeria. It is valuable to EFL teachers to modify their teaching practices and pedagogical approaches to promote digital reading and therefore equip students with necessary 21st-century reading skills.

Pre-service Teachers' Readiness For Digital Technology ‎integration: The Case Of Ecole Normal Supérieure El Katiba ‎assia Djebbar Constantine

Belkais Touatit — 2025-07-18

In today's digital educational landscape, effectively preparing pre-service teachers to integrate ‎technology into their teaching practices is essential. This study investigated the preparedness of ‎‎146 final-year pre-service teachers at the Teacher Training School of Constantine, Algeria, for ‎integrating digital technologies into their pedagogical practices. Utilizing an explanatory ‎sequential mixed-methods design, data were collected via a survey assessing pre-service ‎teachers' self-reported digital literacy levels and knowledge of technology integration ‎frameworks, achieving a 69% response rate (N=101). Subsequently, semi-structured interviews ‎were conducted with a purposive sample of 8 student teachers to explore the quantitative ‎findings in greater depth. While pre-service teachers demonstrated high self-reported digital ‎literacy and positive attitudes towards technology integration, interview results revealed a ‎discrepancy between their perceived abilities and their practical application of technology in ‎teaching. These findings highlight the need for teacher education programs to emphasize ‎practical training in technology integration and to equip teacher educators with the skills and ‎knowledge necessary to effectively model digital technology integration for pre-service teachers. ‎Moreover, the study suggests that improving access to technological resources and providing ‎targeted training on utilizing diverse technological tools are crucial steps in preparing pre-service ‎teachers for the demands of 21st-century education.‎

The Use Of Chatbots For Personalizing Feedback In Higher Education

Melouka Ziani — 2025-07-18

Artificial Intelligence (AI) has become ubiquitous, facilitating learning, including the feedback process. In fact, AI tools can be used for ‘tracking students’ progress’ (Skrabut, 2023). One of the key benefits of using AI in feedback is its ability to provide instant and personalized feedback allowing learners adjust their own learning. Besides, AI can also eliminate biases and subjectivity in feedback, ensuring a fair and objective evaluation. The present paper tries to investigate the effectiveness of AI tools for getting feedback. To achieve this purpose, an experiment was implemented to test our hypothesis. Zaplingo , an AI language model was used to see the efficiency and effectiveness of the language model in providing feedback. Some questions were addressed to the application, and then the answers and comments were identified and analyzed. The findings show that the language model provides constructive feedback, at the level of the structure, grammar, spelling, punctuation and capitalization that can enhance the writing skill. In addition, AI tools can enhance the feedback process and ultimately lead to better language learning. Yet, it is necessary not to exclude the role of the teacher in guiding the students to the best possible outcomes.

Students’ Engagement In Google Meet Sessions And Its’ Impact On Their Academic Performance: The Case Of Master’s One Students In The Department Of English At Mouloud Mammeri Univeristy

Amel Benaissa — 2025-07-18

The present research is a case study that looks at how first-year Master’s students’ behaviourally, cognitively, emotionally, and agentically engaged in their online Google Meet classrooms The target population is Master’s students in the Department of English, at Mouloud Mammeri University. The context of the study is mainly online e-learning classrooms in remote learning environments. To meet the goals the present study, an engagement survey, attendance data, and test scores, are used to collect data on students’ engagement. The primary tool used for data collection is a survey administered to 82 Masters’ students. It is designed to gather quantitative data about students' engagement. Triangulation with observable behavioral data further supports the quantitative nature of the study. The four-dimentional model of students’ engagement, as proposed by Reeve & Tseng (2011), is used to design the research instruments of the present study. The results indicate that students generally have positive emotional engagement towards the use Google Meet as a learning and teaching platform. However, most students find it challenging to concentrate during online lessons and to retain what they have learned. Additionally, the data reveal that the students who regularly attended the online classrooms had better examination scores than the students who did not.

The Impact Of Artificial Intelligence Tools On Vocabulary Learning Of Students At The Islamic University Of Lebanon

Jana Mohammad Saab — 2025-07-18

Artificial Intelligence transcends the digital world to reach the field of education, specifically the English language. This study attempts to investigate the effect of artificial intelligence tools on vocabulary learning of university students at the Islamic University of Lebanon. There is a lack of having solid academic vocabulary words that help in developing students’ reading and writing skills. Considering this matter, this study endeavors to show the important need to utilize AI tools in vocabulary teaching/learning, for its positive influence on this skill at the university. This study is a mixed method research that involves collecting data from pre-test, post-test, and interviews. The sample comprises two sections of university students at one of the faculties of 80 students. One section was assigned as the experimental group (40 students), and the other section was assigned as the control group (40 students). All data was collected, analyzed, and portrayed in the form of inferential statistics using the SPSS program. Data analysis showed that the research hypotheses were proven and the research questions were answered. Indeed, the research results revealed that integrating AI tools in vocabulary learning supported university students, who are learners of English as a Foreign Language, ace academic vocabulary words that can be used in their writing, understand and make use of newly learned words, and enriched their vocabulary bank.

Assessing Online Pronunciation Tutors For Improving L2 Learners English Problematic Phoneme

Julianah Ajoke Akindele — 2025-07-18

This paper investigates the effectiveness of online pronunciation platforms in helping second language (L2) learners of English overcome difficulties with problematic phonemes, which are sounds that L2 learners often struggle to perceive and articulate. These phonemes include English sounds like /θ/, /ð/, /v/ and /tʃ/, each presenting unique challenges due to unfamiliar articulation or differences from similar sounds in the learner’s native language. Online pronunciation platforms, incorporating technologies such as artificial intelligence, real-time feedback, and interactive exercises, provide accessible and adaptive pronunciation training that addresses these difficulties. The need for online pronunciation tools stems from traditional instruction’s limitations, particularly in offering individualised feedback and sufficient pronunciation practice in a variety of linguistic contexts. Participants in this research include L2 learners of English from Osun State University who actively utilise online pronunciation tools, such as ELSA Speak, SpeechAce.The outcomes reveal that 80% use online platforms regularly (daily or weekly), and 85% find these tools effective or very effective in improving pronunciation. A majority (60%) reported significant improvement, particularly with problematic phonemes like /θ/ and /ð/. Online platforms such as ELSA Speak and SpeechAce provide real-time feedback, interactive exercises, and progress tracking, with 70% of participants affirming the effectiveness of these features in correcting pronunciation errors. Also, 90% agreed that these tools promote autonomous learning. Despite their advantages, 45% of respondents noted limitations, including a lack of communicative practice and nuanced feedback. While 55% believed that online tools could not replace traditional classroom instruction, 55% suggested incorporating real-time communicative scenarios to enhance their effectiveness. This study concludes that online pronunciation platforms are a valuable complement to traditional methods, offering innovative solutions for improving L2 pronunciation accuracy and autonomy, while emphasizing the need for enhancements to address contextual communication skills.

Employers’ Perceptions On Algerian English Major Graduates’ Soft Skills: Djelfa Private Schools Case Study

Maria Hassani — 2025-07-18

The transition of English major graduates into the job market poses significant challenges. According to prior research, the lack of the required soft skills underlies those defies. However, scant or no attention is paid to the perspectives of employers regarding English as a Foreign Language (EFL) graduates’ soft skills. To address this gap, this study aims to investigate employers’ perceptions on Algerian EFL graduates' soft skills in the district of Djelfa. To this end, employers from 23 private schools participated in this study. Through a mixed-approach design, they filled out structured questionnaires and partook in interviews. The findings signal a discernible misalignment between employer expectations and the actual soft skill levels of EFL graduates. This mismatch accentuates the pressing need for closer harmonization between educational curricula and industry requisites. Furthermore, employers advocate for bolstering soft skills through targeted educational interventions, training initiatives, and harnessing the potential of Artificial Intelligence. This study spotlights the imperative for concerted efforts to bridge the gap between academia and industry.

The Second Language Influence On Using Translation In Content -based Instruction Classroom: The Case Of French Language For Algerian Teachers Teaching Content In English

Aissa Hanifi — 2025-07-18

The use of translation in EFL classes has long been a source of discussion among language instructors and industry experts. While some contend that using L1 in an EFL classroom will impede students' ability to learn, others maintain that translation can aid in language acquisition if it is connected to a genuine communicative goal.The situation may look more problematic in a learning context where French and English swap roles and compete to be a essential language of teaching such as the Algerian learning context . In order to illustrate content teachers' opinions about the role of the second language in translating challenging course concepts, an online survey was sent to 32 university teachers. The results indicated that teachers feel obligated to translate challenging concepts into Arabic or French because of students' poor English proficiency. The purpose of the current study is to shed light on the impact of French as a second language on Algerian teachers who aim to or currently instruct content in English across the different disciplines. . Furthermore, the majority of teachers did not state categorically which language—French or Arabic—they would use to interpret complex phrases in the CBI course because this could depend on the students' proficiency in both languages, their real needs, and the course objectives.

French Interlingual Interference In The English Compositions Of Algerian Pupils

Ilyes Gouider — 2025-07-18

The present research paper explores the cross-linguistic negative impact of French displayed in the English written compositions of Algerian learners. It identifies the types of interlingual errors resulting from French and attempts to trace their origins to understand their underlying causes. The objective is to address the research gap embodied in unravelling the nature of L2 influence on L3 acquisition and to move beyond the usual scope concerned with the influence of the mother tongue (L1) on newly acquired languages. The examined corpus, comprised of 98 texts written by fourth-year middle school pupils from Algeria, was analysed primarily through the application of error analysis techniques. The categorisation of data involved the use of thematic analysis principles and the inferred interpretations were derived in light of contrastive analysis. The results determined the presence of three types of errors in learners’ writings: lexical-semantic, grammatical and orthographic errors. Lexical errors involved the use of French vocabulary (code-switching/ pseudo-loans) and false cognates, while grammatical errors were embodied in the incorporation of faulty word order, addition of unnecessary articles, dropping the infinitive marker, omission of particles with phrasal verbs, and misuse of prepositions. Two types of orthographic errors related to the writing system of French were identified: spelling and capitalisation errors. Further research is still needed to fathom the interplay between the two languages and the mechanisms that govern cross-linguistic transfer within the Algerian multilingual context of education.

French Language Interference In English For Specific Purposes Use: Interlingual Errors Among Electronics And Automation Students

Naima Khetir — 2025-07-18

This study examines the influence of the French language on the use of English for Specific Purposes (ESP) among engineering students. ESP learners are increasingly in need of English performance at both written and oral levels. Hence, French, a means of instruction, can have an impact on the English language practice. Therefore, the French language interference can occur in different English language use situations. This work sheds some light on interference errors that occur among sixty-nine engineering students while dealing with English in class. It also focuses on the possible frequency of interference misuse. This study was based on discovery approach. To tackle this issue, participants were asked to read a series of words while being recorded and were required to spot mistakes in items that contained grammatical, orthographic as well as lexical errors. A chart was designed to compare the frequency and the type of errors in both oral (phonological) and written forms. The analysis of the results showed that the students made a significant number of interference errors at different levels stated above. The lexical test registered the highest number of non-identification of errors. Hence, the role of the French language interference in ESP learning is considered rather facilitative for Algerian students.

Refugees' Spatial Identity And The Reconceptualisation Of Home In Christy Lefteri's The Beekeeper Of Aleppo

Moufida Zaidi — 2025-07-18

This study investigates how the social identity of refugees is affected by forced displacement while emphasizing the contributions bestowed by refugee studies upon policy-making and integration frameworks. This research delves into the obstacles that derive from physical displacement and social alienation by analyzing Christy Lefteri's The Beekeeper of Aleppo (2019) through spatial criticism and social identity theories. The study relies on Henri Lefebvre's theory of space, Homi Bhabha's concepts of (un)homeliness, Pierre Bourdieu's theory of social space, and Henri Tajfel's social identity theory in order to comprehend the displaced individual's rebuilding of their own identities. The shared practices that take place within refugee micro-communities are scrutinized through Liisa H. Malkki's concept of sedentarist bias alongside Deleuze and Guattari's philosophy of reterritorialization. This paper sheds light on the pivotal role of spatial justice during the in-between phase of displacement by identifying collective interactive rituals within the novel. Moreover, it inspects the psychological trauma, cultural fragmentation, and resilience mechanisms developed by refugees as a response to their evolving circumstances.