The Journal of Studies in Language, Culture, and Society

Adapting And Validating A Need For Achievement Scale For Cooperative Efl Writing Contexts

Soumia Zidani-Kherzi , Fatiha Sahli — Fri, 16 Jan 2026 00:00:00 +0800

The Need for Achievement (nAch), a key motivational variable in psychology, has received limited attention in the field of foreign language learning (FLL) due to a lack of measures specific to the area. This study reports the development and validation of a measure of nAch focused on the context of English as a Foreign Language (EFL) writing, specifically within cooperative learning (CL) activities. The measure was developed and adapted based on established theories of nAch and scale development through a multi-step validation ring process. The first step involved producing an initial item pool and seeking input from experts (n = 5) to establish content validity, which yielded excellent results (Scale-Content Validity Index/Average = 1.00). Next, a pilot study (n = 25) was conducted which revealed a clear five-factor model (striving for excellence, persistence & effort, preference for challenges, feedback responsiveness, and cooperative motivation) through Exploratory Factor Analyses (EFA), and good internal consistency (Cronbach’s α = 0.82). The newly revised questionnaire was placed in the field with a final sample of 70 third year English as a Foreign Language (EFL) students at an Algerian university. Results of Exploratory Factor Analysis (EFA) indicated a strong fit for the five-factor model, which also showed excellent reliability and validity. The resulting final 25-item measure demonstrated strong reliability (α = 0.89). Findings provide strong evidence for the reliability and validity of the measure. This scale fills major methodological gap of providing researchers and educators with domain specific scale measure of achievement motivation in collaborative EFL writing pedagogy, which provides researchers the ability to conduct more exploratory studies and educators a strong rationale for instructional intervention.

Exploring Pre-service English As A Foreign Language (efl) Teachers' Perspectives On The Benefits And Challenges Of Peer Feedback

Pelin Derinalp, Bilge Deniz Göçer — Fri, 16 Jan 2026 00:00:00 +0800

This study investigated the perceptions of pre-service EFL teachers regarding the peer feedback (PF) implementation. During one semester, a cohort of students enrolled in writing class underwent three stages of a PF procedure designed by the course lecturer: theoretical knowledge, demonstration, and hands-on activity. Of those students, 11 were randomly selected to share their experiences during semi-structured interviews. The participants voiced their perspectives on the benefits and challenges of both receiving and providing PF. The interview data was thematically analysed. The data analysis suggested that while pre-service teachers encountered various difficulties when engaging in both giving and receiving PF, the overall outcome was largely positive. In terms of the perceived benefits of providing PF, two main themes emerged: preparedness for the teaching profession and the enhancement of research skills. Regarding the perceived benefits of receiving PF, the highlighted themes included gaining new perspectives, encouraging collaborative learning and improving academic writing. As for the challenges of providing PF, students reported psychological barriers such as feelings of inadequacy and anxiety. On the other hand, a significant obstacle encountered while receiving PF was the concern about credibility. It became apparent that students often sought validation from teachers, considering them authorities in the learning process.

Pedagogical Innovations Within The Lmd Reform In Algeria: Shifting From Teacher-centeredness To Learner-centeredness In Efl Teachers’ Practices

Meriem Azzi, Zahia Mebarki — Fri, 16 Jan 2026 00:00:00 +0800

Shifting from teacher-centeredness to learner-centeredness is one of the pedagogical innovations advocated by the LMD reform in Algeria. The present paper reports on the prevailing teaching paradigm implemented by EFL teachers and the pedagogical practices they most commonly employ in their classrooms. The study involves thirty-two EFL teachers representing eight universities across Algeria. It builds on the Principles of Adult Learning Scale (PALS) developed by Conti (2004) designed to measure the extent to which teachers support the principles of adult learning. Results show that despite over a decade since the implementation of the LMD reform, EFL teachers remain strongly teacher-centered (M=118.90, SD=11.73), with 84.4% scoring below the mean threshold for learner-centeredness.Furthermore, analysis of the data indicate that the activities most frequently fulfilled by the teachers are first those that aim to create a supportive atmosphere for learning and then those which address students’ prior knowledge and relate it to their current experiences. However, the practices that reveal teachers’ view of their role as facilitators rather than providers of knowledge and those that foster students’ sense of responsibility are found to be less common among the participants. The findings of the study can be used to inform professional development to address the discrepancy between the teaching style recommended to be adopted in higher education and what EFL academics implement in their classrooms in order to align with the objectives of the LMD reform, which is inspired by the Bologna Process, as well as with the pedagogical innovation they promote.

Curriculum Relevance In Interdisciplinary Programs: Perspectives From English–business Students At M’sila University

Sara Boulanouar — Fri, 16 Jan 2026 00:00:00 +0800

The introduction of a double major in English and Business at M’sila University represents a significant innovation in Algerian higher education, intended to equip students with interdisciplinary skills aligned with global market demands. However, this promising initiative currently lacks a dedicated English curriculum designed to the specific needs of learners oriented to business studies. Instead, students are required to follow a traditional English program designed for language majors, which raises questions about its relevance, practicality, and effectiveness in preparing students for real-world professional contexts. Drawing on the theoretical frameworks of English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL), this study investigates students’ perceptions of the English element within the double major, focusing on its integration with business studies and its contribution to career readiness. Using a mixed-methods approach, data were collected through a questionnaire administered to first and second year students enrolled in the program during the 2024–2025 academic year. Findings reveal widespread dissatisfaction, with students consistently reporting a lack of connection between course content and their professional aspirations. Modules such as literature and civilization were seen as academically interesting but professionally irrelevant, while students expressed a clear need for practical instruction in business communication, professional writing, and workplace interaction. In light of these results, the study proposes targeted reforms to enhance the curriculum’s relevance and impact.The study highlights the need for curriculum redesign grounded in needs analysis, integration of content-based instruction, and collaboration between English and Business faculties to enhance the program’s relevance and employability outcomes.

Espousing The Socratic Pedagogy To Boost Efl Students' Historical Thinking Skills And Oral Proficiency: Unveiling Pathways To A Profound Grasp Of Civilization

Samah Allag , Abdelhak Elaggoune — Fri, 16 Jan 2026 00:00:00 +0800

In recent years, the Socratic Method has received an unprecedented attention worldwide. In retrospect, many rigorous research papers have meticulously experimented the aforementioned strategy in different educational spheres such as medicine, law and business schools. Nevertheless, the findings are increasingly accentuating the efficacy of the Socratic reasoning to forge robust critical thinking skills among students. In EFL classes, educationalists’ fundamental aim goes beyond a mere language acquisition, but rather a thorough incorporation of pedagogical strategies to delve into different subject matters while teaching English. This article explores the concept of the ancient Socratic Method and how it can be employed in contemporary EFL settings. It also reports the findings of an experimental study conducted in the department of English at Oum El Bouaghi University to evaluate the feasibility of the Socratic model to boost Second year Master students’ historical thinking skills. This study validates the Socratic model as a vital tool to nurture students’ oral proficiency and mindfulness in civilization classes. Keywords: Socratic Method; critical thinking; historical thinking skills; EFL; civilization courses; oral proficiency.

Artificial Intelligence In Teacher Education: Investigating Pre-service Teachers' Attitudes, Practices, And Perspectives

Amel Benyahia — Fri, 16 Jan 2026 00:00:00 +0800

This study investigates pre-service teachers’ experiences, attitudes, and practices regarding Artificial Intelligence (AI) in education, addressing four research questions on their exposure to AI tools, perceptions of integration, current practices, and perceived challenges. A mixed-methods questionnaire was administered to 73 students at the Ecole Normale Supérieure ‘Assia Djebar’, Constantine, combining quantitative analysis of close-ended items with thematic analysis of open-ended responses. Results reveal varied levels of AI experience, with most engagement occurring in academic support rather than teaching contexts. Attitudes towards AI integration were generally positive, though tempered by a significant proportion of neutral and uncertain view. While some participants reported emerging uses – such as lesson preparation and assessment support – others expressed resistance linked to concerns over reliability, ethics, and over-reliance on technology. Key apprehensions included technology dependence, data privacy, and inequitable access. The findings portray a cohort that is open to AI’s potential yet mindful of its challenges, highlighting the need for targeted training, critical engagement, and institutional support to ensure responsible and effective integration of AI in teacher education.

Fostering Teacher Collaboration Through Online Communities Of Practice In Teacher Education

Saliha Beleulmi, Nor-el-Houda Boudibi — Fri, 16 Jan 2026 00:00:00 +0800

A substantial body of research broadly affirms that teacher collaboration fosters the sharing of knowledge, resources, and experiences, significantly contributing to professional development. Recently, as virtual environments have supported pedagogical practices, many Algerian universities have embraced online teaching communities to promote collaborative engagement among teachers. This study employs a descriptive-exploratory research design to investigate Algerian EFL teachers’ engagement in online communities as platforms for sharing professional knowledge and experiences to foster teaching practices and collaboration. It examines the extent to which these online communities facilitate the sharing of experiences and professional knowledge among like-minded peers, thereby enhancing their teaching practices and supporting professional growth. Using an online questionnaire addressed to a convenient sample of 78 EFL teachers across 10 Algerian universities, this study explores effective practices for creating online teaching communities of practice in teacher education. The findings reveal that EFL teachers are aware of the potential of such communities in supporting teaching practices and ongoing professional development, as well as fostering knowledge-sharing among their members. The results also disclose that the use of digital tools and platforms, such as forums, social media groups, and video conferencing, was found to significantly foster collaboration and community-building. Additionally, many EFL teachers reported that online communities foster support, guidance, and inspiration, which are essential for meaningful professional engagement and development. Ultimately, carefully structured online teaching communities, coupled with effective collaboration, have the potential to strengthen EFL teachers’ professional efficacy, enhance student learning outcomes, and contribute positively to the overall quality of teacher education. At the end, this study suggests a comprehensive model illustrating the mechanisms through which online CoPs can be strategically designed to support Algerian EFL teacher development. It also provides a foundation for further research into how communities of practice supported by digital technologies can foster Algerian EFL teachers’ engagement and collaboration.

Pre-service Teachers’ Perceptions And Challenges In Studying ‎british And American Civilization Modules: Case Of Fourth-year ‎students At Ens Constantine

Anouar Ketfi , Hacene Hamada — Fri, 16 Jan 2026 00:00:00 +0800

This study explores the views, motivations, and challenges faced by fourth-year pre-service ‎teachers at the Ecole Normale Supérieure de Constantine (ENSC) as they engage with the ‎British and American civilization course. Employing a quantitative approach, data were ‎collected from 42 participants via an online questionnaire using a five-point Likert scale. The ‎questionnaire addressed four main areas: familiarity with the subject matter, perceived ‎relevance, student engagement, and the effectiveness of instructional methods. Data analysis ‎was conducted using SPSS, with descriptive statistics revealing key trends in student ‎responses. Findings show that while participants recognize the value of civilization courses for ‎their academic growth and future teaching careers, many face difficulties with the complexity ‎and breadth of historical content, as well as retaining information over time. Respondents also ‎emphasized the positive impact of interactive, student-centered teaching strategies- especially ‎those incorporating visual elements - in enhancing understanding and sustaining interest. ‎These results provide valuable insights for refining the design and delivery of civilization ‎courses within EFL teacher education programs. The study highlights the importance of ‎adopting more practical, engaging, and pedagogically innovative approaches that effectively ‎integrate historical knowledge with language teaching.

The Impact Of Epistemic Beliefs On Motivational Orientations Among Algerian University Students

Abdelouahab Benchalla, Djahida Izeraren — Fri, 16 Jan 2026 00:00:00 +0800

This empirical study examines the impact of epistemic beliefs on motivational orientations among Algerian university students. In a shifting educational landscape, understanding how students’ conceptions of knowledge influence their motivation to learn is a key concern for educational psychology and teaching practices. The study was conducted with a sample of 500 undergraduate students enrolled in social sciences and psychology programs at three Algerian universities: Tizi Ouzou (central region), Constantine 2 (eastern region), and Aflou (southern region). A descriptive comparative design was adopted to examine differences in epistemic belief dimensions based on students’ dominant motivational orientation (intrinsic vs. extrinsic). Data were collected using two validated and culturally adapted instruments: the Epistemological Beliefs Scale (EBS) and the Motivational Orientation Scale (MOS). The EBS measures five dimensions related to students’ views on the nature of knowledge, while the MOS assesses both intrinsic and extrinsic motivational tendencies across several subdimensions. Statistical analyses (Student’s t-tests) revealed a significant impact of epistemic beliefs on two specific aspects of motivation. Students with extrinsic motivation were more likely to believe that knowledge is acquired quickly and effortlessly. In contrast, intrinsically motivated students tended to view knowledge as constructed and evolving—a more sophisticated epistemological stance. These findings suggest that fostering complex epistemic beliefs could support more autonomous and enduring forms of motivation. Within the Algerian university context, which remains strongly influenced by traditional, lecture-based instruction and rote learning, these results highlight the need for pedagogical strategies that encourage active learning, critical thinking, and metacognitive reflection. This study contributes to a deeper understanding of the psychological mechanisms involved in student engagement and provides actionable insights for enhancing motivation and academic success in higher education settings.

Intrinsic Motivation Amidst Extrinsic Challenges: A Self-determination Study Of Female Academics In Algerian Higher Education

Elkaina Hammache — Fri, 16 Jan 2026 00:00:00 +0800

This study investigates the motivational factors driving Algerian female university teachers to pursue academic careers. In recent years, an increasing number of women have entered the higher education sector, a trend that appears to be closely linked to evolving social and professional dynamics. The research focuses on three primary sources of motivation among these educators. A comprehensive literature review was conducted, drawing on established theories of motivation to frame the study. In this research, we adopt Self-Determination Theory (Deci & Ryan) as the foundational framework for examining the motivation of female higher education teachers. This theory offers a robust lens for understanding intrinsic motivation by emphasizing three basic psychological needs: autonomy, competence, and social relatedness. The empirical component involved a survey distributed across 67 higher education institutions in 17 wilayas, encompassing a sample of 434 female teachers. Through a mixed-methods approach combining a quantitative survey with qualitative analysis, this research reveals a nuanced, simultaneously encouraging and concerning portrait of the professional and motivational landscape faced by women in academia in Algeria. The findings clearly demonstrate that female academics are deeply motivated by intrinsic factors, in full alignment with our central hypothesis grounded in Deci and Ryan’s Self-Determination Theory (SDT). Their professional commitment is anchored in the fulfilment of three fundamental psychological needs: for the Autonomy, They highly value their pedagogical and intellectual freedom, perceiving it as an essential pillar of their professional identity with average scores above 71%. for the Competence; They exhibit high levels of proficiency in teaching, research, and student supervision, coupled with a strong sense of efficacy and mastery with average scores above 80%. For the Relatedness, they experience a strong sense of belonging within a supportive academic community, where collegial relationships are frequently characterized by camaraderie and mutual recognition with average scores above 80%too. These foundational elements enable 80% of the participants to experience a genuine sense of professional fulfilment, despite persistently substandard institutional, material, and social working conditions. Nevertheless, this high level of intrinsic motivation must not be mistaken for unlimited resilience. It coexists with a stark lack of institutional recognition, inadequate working environments (e.g., absence of personal offices, overcrowded classrooms, unsanitary facilities, and safety concerns), perceived inequities in remuneration and benefits, and a gendered career gap: although women constitute the majority among associate professors, they remain significantly underrepresented among full professors and in leadership roles. This paradox, highly committed professionals operating within an unsupportive system, represents both a national asset and an urgent warning.

An Investigation Into Medical Terminology Learning Strategies: A Case Study Of Third-year Students At Constantine-3 University

Souad Atma, Aziri Thiziri — Fri, 16 Jan 2026 00:00:00 +0800

English serves as the global lingua franca and primary language of scientific communication; therefore, its acquisition becomes important, this is especially true in the medical field, since most new technologies and publications are available in English. The aim of the present study is to explore the various learning strategies used by medical students to learn medical terminology and to identify the most and least frequently employed ones, in order to determine the extent to which students are interested in medical vocabulary learning strategies as reflected in their choice of learning techniques. To this end, this research used a survey based on Schmitt's (1997) taxonomy of vocabulary learning strategies grouped into Determination, Social, Memorization, Cognitive, and Metacognitive. The survey was distributed online (Google Forms) to 32 medical students at Constantine University-3 and quantitatively analysed using SPSS 23. Data analysis revealed that some strategies are used more than others by medical students. The most frequently used strategies are the less cognitively complex ones; these include drawing on context, decomposing new medical terms into prefixes, roots, and suffixes, looking up the unknown word's meaning from peers, remembering the written form, and using cognitive strategies such as repeating the word out loud. The results have important implications for teaching English for Medical Purposes (EMP) and vocabulary learning strategies (VLS) at the start of a university program. Incorporating explicit VLS instruction into EMP curricula can empower students to take more responsibility for their own language learning.

Enhancing Ai Literacy In Translating Official Documents Through Professional Development Programs: A Needs Analysis Study In Saudi Arabia

Fadiah Abdullah Alshehri — Fri, 16 Jan 2026 00:00:00 +0800

This study aims to investigate the effectiveness of professional development programs in enhancing AI literacy among translators while translating official documents in Saudi Arabia. The study will explore the current level of AI literacy among these professionals, identify the key areas where AI can improve translation accuracy and efficiency, and develop a customized professional development program to address these needs. The outcomes will provide valuable insights into the potential of AI in the translation sector and inform the design of future training programs.

Pragmatic Loss In Ai And Human Translation Of Frankl’s Man’s Search For Meaning

Abdali H. Shihan al-Saidi, Sahira Mousa Salman — Fri, 16 Jan 2026 00:00:00 +0800

Despite the immense potential of Artificial Intelligence (AI) translation models, they are still inadequate in dealing with culture/domain-specific expressions causing inaccurate translations. Moreover, human translators often excel AI translation models in translating these expressions accurately. The problem addressed in this study is that translating culture/domain-specific expressions by AI translation applications, i.e. Google Translate, ChatGPT, Deep L and Deep Seek result in pragmatic loss which distorts the intended meaning and function of the source text. The aim of this study is to bridge the gap in the literature concerning the competency of AI translation applications in rendering the said expressions from English into Arabic in Frankl’s Mans’s Search for Meaning, specifically in terms of the pragmatic loss. The researchers utilized a qualitative descriptive approach to analyze the data by adopting an eclectic approach. For the purpose of evaluation, certain parameters are selected, following Castilho et al. (2018). These parameters are adopted to evaluate the extent to which the selected AI translation applications have succeeded in rendering the source text to the target text. The study also adopts the numeric 5-point scale for measuring Fluency and Adequacy following Mauces and Donaj (2019). In addition, the pragmatic strategies for translating culture/domain-specific expressions are adopted from Chesterman (2016) to highlight which of these strategies are more effectively used in the AI translation applications than others. In addition, the researchers will offer alternative translations of the source text and in case the AI translation applications fail in providing the desirable versions. The findings of the study indicate that although some of the AI translation applications have succeeded in translating some of the ST expressions, however the rate of failure is still much higher. The AI translation applications have a lot of pragmatic losses and that they cannot replace human translation.

Ai-generated Animated Visuals And Their Effect On Efl Learning Outcomes: A Systematic Review With Pedagogical Implications For Practice

Oumaima Nour Elhouda Djekidel, Maroua Rogti — Fri, 16 Jan 2026 00:00:00 +0800

In an era marked by the rise of modern technological instructional trends, AI-generated animated visuals have emerged as significant tools within pedagogical domains. Nonetheless, their academic exploration remains limited with no comprehensive analytical document consolidating current findings. Accordingly, this systematic review identifies the types of these tools that are commonly used, then investigates their effectiveness in EFL learning environments, focusing on improving language learning outcomes and providing pedagogical implications. Following PRISMA 2020 methodology, this paper synthesises 11 open-access manuscripts published between 2020 and 2025, sourced from academic databases; Google Scholar, ERIC, and ScienceDirect. Results highlight the positive impact of AI-generated animated visuals on vocabulary acquisition and retention, listening comprehension, writing fluency, and learner engagement, immersion and motivation. Key challenges include teacher training and overreliance on technology. Implications for practice are provided for educators and policymakers in Algerian higher educational contexts. Eventually, AI-generated animated visuals represent a valuable innovation in EFL instruction, and their integration should be considered as a strategic priority within the Algerian higher education, especially amid the accelerating shift toward digital learning environments.

Language And Artificial Intelligence In Arab Societies: A Sociolinguistic Approach To Identity And Digital Hegemony

Nadjat Bencherrat , Yamina Baghor — Fri, 16 Jan 2026 00:00:00 +0800

This study investigates the complex relationship between language and artificial intelligence (AI) in Arab societies from a sociolinguistic perspective. The research aims to analyze how Modern Standard Arabic (MSA) and local dialects are represented in AI-based applications and to assess the implications of such representations for identity construction and symbolic power in digital environments. A qualitative research design was adopted, combining critical discourse analysis of AI-generated Arabic texts with semi-structured interviews conducted with fifteen participants from six Arab countries. Content monitoring of digital discussions on social media further complemented the data collection. Findings demonstrate that AI systems consistently privilege MSA while marginalizing dialectal diversity, thereby reinforcing pre-existing linguistic hierarchies and reproducing symbolic domination. Participants frequently reported difficulties in using dialects with AI tools and noted that algorithmic interactions often reflect Western-centric frameworks, projecting an elitist image of Arab identity that fails to capture everyday linguistic practices. Such patterns confirm that AI technologies do not operate as neutral instruments but function as sociolinguistic agents that shape identity performance, regulate acceptable discourse, and contribute to what can be described as “digital linguistic hegemony.” The study contributes to emerging debates on digital colonialism and algorithmic bias by situating AI within the broader sociolinguistic realities of the Arab world. It highlights the urgent need for inclusive policies that integrate dialectal diversity into AI training data, the involvement of Arab scholars and institutions in algorithm development, and the promotion of culturally sensitive design. The research concludes by recommending practical steps toward achieving linguistic equity and epistemic sovereignty in the age of intelligent technologies.

Mapping Thematic And Paradigmatic Trends In Algerian Metadiscourse Research: A Scoping Review

Maissa Bouaziz , Mokhtar Hamadouche — Fri, 16 Jan 2026 00:00:00 +0800

The global conversation on metadiscourse continues to expand, yet Algerian contributions to this discussion remain conspicuously absent. The present scoping review aims to map current patterns, highlight methodological practices, and contribute to setting future research priorities for Algerian metadiscourse research. To this end, the study analysed 30 studies, published between 2014 and 2024 and retrieved from ten local and international databases. The main findings indicated a surge in the literature since 2020, with restricted linguistic and disciplinary orientations. Markedly, the investigations centered on the analysis of English language within the field of applied linguistics. Academic written genres, especially specific sections of student-authored works, formed the main corpus of analysis. The review also highlighted the active involvement of early-career authors and the relative representation of gender-based studies. Of central concern, the majority of studies were found to be published within non-indexed, unclassified journals, contributing to limited international exposure. Methodologically, the mixed-methods approach was commonly employed with considerable variations in corpus size. As expected, Hyland’s model (2005) served as the principal analytical taxonomy. These results collectively point to several issues that will be discussed, along with proposing possible avenues for future metadiscourse scholarship in Algeria.

Fromentin, Algeria, And The Decolonial Politics Of Memory.

Selma Bekkai, Saliha Benkechida — Fri, 16 Jan 2026 00:00:00 +0800

In the nineteenth century, travel literature played a crucial role in shaping Western perceptions of the "Orient." While claiming to offer objective accounts, European travelers often perpetuated colonial stereotypes, portraying the East as an exotic, inferior, and vanishing “Other.” This article examines Eugène Fromentin’s Une Année dans le Sahel (1859) as a paradigmatic example of French colonial Orientalism, where aesthetic refinement serves to mask the violence of empire. Fromentin’s poetic vision of Algeria naturalizes displacement through what he called l’art pour l’art, a philosophy that transfigures colonial domination into melancholic spectacle. Drawing on postcolonial thinkers such as Assia Djebar, Frantz Fanon, and Malek Alloula, the study shows how Fromentin’s travelogue performs symbolic violence, what Djebar allegorizes as the “mutilated hand of Algeria” by transforming Indigenous loss into aesthetic pleasure. Extending this critique, the article situates Fromentin within contemporary decolonial frameworks, engaging Achille Mbembe’s notion of aestheticized necropolitics and Ann Laura Stoler’s concept of imperial debris to examine how Orientalist vision persists in modern archival and museological practices. It also incorporates Abdelkader Aoudjit’s reading of Algerian literature as a counter-discursive act of witnessing to a différend, a colonial silence that resists translation into imperial epistemology. By tracing Fromentin’s legacy from colonial nostalgia to present-day debates on restitution and memory, the article argues that Une Année dans le Sahel is not merely a historical text but a critical site in the ongoing struggle over how Algeria is remembered, represented, and reclaimed.

Analysis Of Obstetric Fistula As Tragic Effect Of Child Marriage In Zaynab Alkali’s The Descendants And Maryam Bobi’s Bongel

Avwata Elizabeth Erivona, Rotimi Fasan — Fri, 16 Jan 2026 00:00:00 +0800

This study explores the obstetric fistula as lethal consequence of child marriage in Zaynab Alkali’s The Descendants and Maryam Bobi’s Bongel, amplifying the ordeal and traumatic circumstances child brides are subjected to as young females in patriarchal societies particularly in the northern part of Nigeria. Albeit child marriage and its accompanying travails have long existed in Nigeria and Africa at large, African female novelists have scarcely explored the accompanying fistula health problem in their creative oeuvres. However, contemporary northern Nigerian female writers have mustered the courage to uncover the traumatic health issues inundating child marriage, especially obstetric fistula and the consequent abandonment, towards engendering optimism and profound agency on the victims while systematically reprimanding the practice through their creative endeavors. This study adopts the African Feminist theory with particular emphasis on “Motherism” to x-ray the trails and travails of child brides compelled to shoulder the onus of motherhood at a tender age, through textual analysis. The study finds that, through the selected texts, Zaynab Alkali and Maryam Bobi condemn the resulting effects of child marriage, that is, obstetric fistula, abandonment, and social stigmatization. It is stressed that victims of child marriage, and especially those affected by obstetric fistula experience untold suffering in a highly patriarchal African society, however, when shown love, care, and financial support, they can achieve healing from the emotional, physical, and psychological trauma that flank their disdainful and horrendous experiences.

The Internalization Of Western Taboos Among Algerian Youth: The N-word As A Cultural Frame

Hanene Nouar, Amani Boudada — Fri, 16 Jan 2026 00:00:00 +0800

In the new era, the postcolonial world, in particular, has to a certain degree, shaped Algerian youth’s attitude and linguistic behavior; thus, a new cultural challenge has emerged. With this, we reflect on an imported, originally American/Western taboo: the N-word. In the article, we examine the sociolinguistic dimensions of the N-word within the context of Algerian culture, focusing specifically on its prevalence among Algerian Generation Z and Millennials, and accounting for their attitudes and patterns of use in various activities, especially in reading, speaking, and texting. Drawing upon a mixed-methods approach, the research adopts a qualitatively-based behavioural observation of Generation Z. For the sample, we opted for 16 EFL students along with a set of structured interviews with a sample of 10 Millennials. Then, finally, using a Likert scale for quantitative descriptive purposes addressed to both Generation Z and Millennials, a total of 50 responses were received online through Google Forms. The findings reveal an intricate connection between globalized language appropriation; the research participants appear to be heavily influenced by Western culture, media, and history, which is reflected in their attitudes towards the N-word and its patterns of use, whether in speech, text, or reading. Thus, cultural mimicry extends to include even the foreign taboos, a worrying issue that indicates either the ability of Algerian youth to emerge into the global world easily or that they are passive recipients of Western beliefs, attitudes and taboos. Finally, this study’s significance lies in its contribution to the lack of clear sociolinguistic discussion of the shift in the Algerian youth’s perception of taboos, including linguistic terms irrelevant to Algerian history, which seem to be part of their day-to-day discourse.

Post-pandemic Worlds In Literature: A Comparative Analysis Of 'station Eleven' And 'the Road' As Reflections Of Covid-19

Imane Zeghoudi, Bouchra Zeghoudi — Fri, 16 Jan 2026 00:00:00 +0800

The COVID-19 pandemic has reignited scholarly interest in how literature reflects and prefigures collective crises. Despite this, there remains limited exploration of pre-pandemic fiction as retrospective cultural commentary. This study addresses that gap by investigating how two pre-pandemic novels—Station Eleven by Emily St. John Mandel (2014) and The Road by Cormac McCarthy (2006)—unintentionally resonate with the experiences, emotions, and societal transformations brought about by the COVID-19 crisis. Employing a comparative textual analysis, the study examines thematic and narrative parallels in the depiction of collapse, survival, memory, and moral continuity. Station Eleven offers a vision of resilience grounded in the endurance of culture and art, portraying a post-pandemic society that clings to theatrical performance, storytelling, and archives as means of preserving humanity and meaning. In contrast, The Road presents a bleaker vision, emphasizing survival through the father-son bond, where moral endurance persists in the absence of social structures. The former envisions reconstruction through communal memory and creative expression; the latter explores personal ethics in the face of total devastation. Together, these novels illustrate two distinct yet complementary frameworks for processing trauma: one collective and cultural, the other intimate and ethical. By analyzing these texts in the context of post-COVID reflection, the study highlights literature’s potential to act as a site of cultural foresight and emotional resonance. This research contributes to literary and cultural discourse by foregrounding fiction’s role in shaping interpretive frameworks for crisis, ultimately enriching our understanding of narrative as a tool for meaning-making in uncertain times.

Graphic Novel Adaptations And The Crisis Of The Ideal Reader: A Reception Theory Analysis

Hichem Souhali — Fri, 16 Jan 2026 00:00:00 +0800

Graphic novel adaptations of canonical literary works challenge fundamental assumptions within contemporary reception theory, particularly the privileged status of the ideal reader construct. This paper examines how graphic novels expose the limitations of traditional reader response frameworks that marginalize visual literacy and multimodal interpretive competencies. Through analysis of graphic novel adaptations of "The Great Gatsby" and "To Kill a Mockingbird," this study demonstrates how these multimodal texts fundamentally disrupt the hierarchy between ideal and actual readers. Graphic novels reveal that visual-oriented readers possess sophisticated interpretive capabilities that have been systematically devalued in text-centric literary theory. The multimodal nature of graphic adaptations creates interpretive spaces where actual readers' diverse cultural knowledge, visual literacy, and experiential backgrounds function as legitimate hermeneutic resources rather than theoretical deficiencies. This analysis argues that graphic novels do not merely offer alternative access to literary content but fundamentally re-conceptualize what constitutes literary competence within reception theory. The study demonstrates how graphic novel adaptations activate distinct reader competencies that expose the inadequacy of the traditional ideal reader paradigm for understanding contemporary interpretive practices. These findings necessitate a theoretical reconsideration of reader response models that can accommodate the interpretive complexity revealed by graphic novels, suggesting that multimodal literary texts democratize interpretation by validating multiple forms of reader expertise within nowadays increasingly visual culture.

The Mental Image Of Omani Identity In The English Press (1875–1950)

Mohammed Juma Alkharusi, Sara Djabr — Fri, 16 Jan 2026 00:00:00 +0800

Researchers concur that every society possesses its own identity and particularity that distinguish it from others, as identity is grounded in cultural, linguistic, and religious foundations. This identity provides the individual with a sense of belonging to his community and determines for him the idea of who he is, to which society he belongs, and what his relationship is with others—whether from within his own society or from other societies. The identity of societies is shaped not only by culture; political and economic circumstances and people’s relations with others also contribute to forming and defining its features, The Arab world is no stranger to this proposition; it too has its identity. Yet, observers of the Arab scene marked by upheavals across social, political, cultural, and economic domains—may conclude that there are divergent viewpoints regarding identity, its scope, and its conceptual boundaries, as though this leads to a hypothesis of multiple identities with independent existences and no unifying bond.

Insight Into The Stylistic And Thematic Features Of The Arabic Literary Writings Of Nigerian Provenance

Fri, 16 Jan 2026 00:00:00 +0800

Arabic writing in Nigeria is not novel. Novelty, however, is found in the variations of styles adopted by authors of different cultural and ideological backgrounds. This paper examined the main features of Arabic literature by non-Arabs in sub-Saharan Africa with specific reference to Nigeria. It employed historical and contextual methods to assess and appraise the common stylistic and thematic features of the Arabic works of the Arabic literati of Nigerian provenance, whose propensity for religiosity influenced their texts. The prologues and epilogues of the writings feature religious doxologies which strongly contrast with the early Arabic writings of the classical period in Arab history. The prevalence of Islamic writings in the curricula of traditional Arabic settings may be a contributing element. Arabic works of these scholars exhibit a strong predilection and preference for styles that are embedded in Islamic religious tradition, law and lore. This paper attempted an examination of the predisposing factors as well as the extent of the religious influence. The religious background of these writers influenced their styles and themes as reflected in the language, content and context of their texts. The common themes,especially of the traditional Arabic works by Nigerian authors are threnody, panegyric, historiography, epistolography, distress appeal, invective poetry, occasional poems and didacticism. Despite that Arabic writings are not linguistically accessible to a large number of audiences except those who understand Arabic language; critics’ efforts, especially through the medium of English, in the past and in the recent time have been making Arabic writings accessible for the understanding of their core features.

Ibn Khaldûn’s Nomadism Revisited In Deleuzo-guattarian Nomadolgy: A Deconstructionist Reading

Sonia Kherif , M’Hamed Bougara Boumerdes University — Fri, 16 Jan 2026 00:00:00 +0800

The current study examines the divergence of Gilles Deleuze and Felix Guattari’s discourse of nomadology from Ibn Khaldûn’s anthropological discussion of nomadism, exploring how such a shift reshaped postmodern thought and philosophy. In his magnum opus, The Muqaddimah (1377), Ibn Khaldûn provides a sociological study of the rise and fall of civilisations by referring to particular notions: Badawa (Bedouin), Hadara (civilisation) and Asabiyyah (group feeling), which are still discussed and developed in many fields to this day. In philosophy, Deleuze and Guattari’s A Thousand Plateaus (1987) is one of the works that revisited Ibn Khaldûn's anthropological framework of nomadism by concocting concepts, such as state, nomadology and the ‘war machine.’ The present paper examines how Deleuze and Guattari deconstruct and reinterpret Ibn Khaldûn’s theorisation of Badawa, Hadara and Asabiyyah to more experimental notions to fit the postmodern context. Delving into the conceptual triad of state apparatus, nomad and ‘war machine,’ the paper finds that the Deleuzo-Guattarian nomadology is not only an appropriation of Ibn Khaldûn’s treatise on nomadism but also deconstructionist. This tendency manifests itself in different fields of postmodern society, which champions ‘nomad thought’ as a discourse to challenge dogma and orthodoxy.

Autism In Context : Familial Experiences, Quality Of Life, And Future Perspectives In Algeria

Nadia Cheradi, Antissar Sahraoui — Fri, 16 Jan 2026 00:00:00 +0800

The incidence and prevalence of pervasive developmental disorders, particularly autism—with its etiology still far from fully understood, its polymorphic, complicated, and complex semiology, and its harmful consequences that affect not only the child but also the family dynamics as a whole and its functioning, which had been established until his arrival - appear to be among the major priorities of global health organizations, especially those concerned with the physical and mental health of the child and their family. Currently, the care of autistic children in Algeria presents challenges linked to the lack of resources, trained health professionals and suitable structures, but great progress and initiatives are underway to improve the situation. However, certain important and decisive aspects seem to be overlooked, minimized, or marginalized, such as the suffering of parents and families of children with autism, which remains underestimated and poorly taken into consideration, particularly within Algerian society. However, following the family's adaptations, it moves towards one of the two opposing poles: ″resilience″ and ″invasion″ by pathology. Our objective is to attempt to give meaning to and shed light on this particular suffering by seeking to answer the following questions: Who are these families, and what are their particularities? How do they organize themselves around the symptom of ″autism″? How do they present in consultation? What is the quality of life of the siblings? And finally, what is the reality and what are the perspectives of autism in Algeria?

The Role Of Bilingualism On The Executive Functions In Algerian Children

Ahmed Benaissa, Mohammed Boudouh — Fri, 16 Jan 2026 00:00:00 +0800

Bilingualism is considered one of the most important factors contributing to learning. To enhance understanding of the interaction between languages and cognition, and due to the lack of sufficient evidence in the Algerian context, our study investigates the potential impact of language learning on cognitive performance in the Algerian educational setting. The study aims to examine the role of bilingualism in performing executive function tasks among Algerian schoolchildren. It compares verbal and visuospatial working memory (WM) and inhibition abilities in 25 bilingual learners, 25 second-language learners, and 25 monolinguals aged 8 to 11 years. Intelligence, language proficiency, and socioeconomic status are controlled by selecting individuals with above-average performance on relevant tasks to match all samples. Digit span (forward and backward), visuospatial, and Stroop tasks are administered to assess participants’ performance. The study finds that bilingual children and second-language learners outperform monolinguals in executive function tasks (verbal and visuospatial WM and inhibition). In verbal WM, there is a difference—though not statistically significant—in the forward digit span, while a significant difference in the backward digit span favors bilinguals and second-language learners. In visuospatial WM, bilingual children outperform both second-language learners and monolinguals. Regarding inhibition, the results demonstrate the effect of bilingualism, as bilingual children, followed by second-language learners, outperform monolinguals in the visual selective attention task. In conclusion, bilingualism and second-language learning appear to be positive factors influencing the cognitive abilities of schoolchildren, with the potential to transfer these benefits to other skills. Therefore, language education should be encouraged in educational practices due to its positive contributions.

Linguistic Proximity, Cultural Distance: Rethinking Integration For Algerian Students In Montreal

Leila Kara Mostefa-Boussena — Fri, 16 Jan 2026 00:00:00 +0800

Algerian students in French-speaking Montreal, where linguistic familiarity with French does not always guarantee social or institutional belonging. Drawing on qualitative data from in-depth interviews, the study examines how students experience the promise and limitations of their language capital within Quebec’s unique intercultural and linguistic framework. While French proficiency facilitates formal access to postsecondary and vocational training, students often report challenges related to accent-based discrimination, unfamiliar local codes, and perceived sociocultural distance. A key dimension explored in the study concerns the implicit expectations placed on newcomers to align with Quebec’s public culture—especially regarding visible cultural expressions in public space. While personal religious or cultural identities are respected, the public display of such identities, particularly through clothing, can be misinterpreted by segments of the host society as a refusal to integrate or a challenge to the social norm. This perception, frequently voiced in Quebecois media and public discourse, may intensify feelings of cultural misunderstanding or even provoke resistance. The findings suggest that successful integration requires more than linguistic fluency—it demands a critical awareness of how cultural signals are received and interpreted in Quebec’s distinct civic context. Positive experiences of institutional support and growing intercultural awareness among students also point to the potential for mutual understanding. The study concludes by calling for culturally responsive integration frameworks that address both structural inclusion and embodied, everyday encounters, while also equipping newcomers with the knowledge to engage with public expectations without compromising personal identity. Résumé Cet article analyse le paradoxe de l’intégration des étudiants algériens à Montréal francophone : bien que leur maîtrise du français facilite l’accès aux études postsecondaires et à la formation professionnelle, elle ne garantit pas une pleine appartenance sociale et institutionnelle. À partir d’entretiens approfondis, l’étude met en évidence la tension entre les bénéfices liés au capital linguistique et les obstacles rencontrés dans un contexte interculturel propre au Québec. Les étudiants évoquent notamment des discriminations liées à l’accent, la difficulté à saisir certains codes sociaux locaux et un sentiment de distance socioculturelle. Une dimension centrale de l’analyse concerne les attentes implicites de la société d’accueil : il est attendu des nouveaux arrivants qu’ils s’alignent sur la culture publique québécoise, en particulier lorsqu’il s’agit d’expressions identitaires visibles dans l’espace public. Si les croyances religieuses ou les pratiques culturelles sont tolérées dans la sphère privée, leur manifestation publique — par exemple à travers l’habillement — peut être perçue par certains comme un refus d’intégration ou une remise en cause de la norme sociale. Ces perceptions, souvent relayées par les médias et le débat public, renforcent parfois les incompréhensions et nourrissent des formes de résistance. Les résultats indiquent que l’intégration ne se réduit pas à la compétence linguistique : elle suppose une conscience critique des interprétations culturelles propres au contexte québécois. Néanmoins, les expériences positives de soutien institutionnel et l’émergence d’une sensibilité interculturelle chez les étudiants ouvrent la voie à une compréhension mutuelle. L’étude plaide ainsi pour des cadres d’intégration culturellement sensibles, conciliant inclusion structurelle et respect des identités individuelles.

Electronic Media And Its Role In The Dissemination Of Arabic Manuscript Heritage. An Analytical Study Of The Facebook Page, Arabic Manuscript Gallery.

Latifa Nessighaoui — Fri, 16 Jan 2026 00:00:00 +0800

The modern technological revolution has produced a modern media style that differs in its characteristics, form and content from traditional media. It mainly relies on the information network or the Internet, which has given it unprecedented updates and developments that have made it an important platform for the free flow of information, opinions and ideas, and an important means of introducing the customs, traditions, beliefs, arts, sciences and etiquette of each region. Through this study, we have tried to reveal the role of electronic media in the presentation of Arabic manuscript heritage through an analytical study of the Facebook page "Manuscript Gallery". in this study ,we adopted a descriptive-analytical methodology ,through the examination of a selected sample of posts published on the pages,in order to identify the dominant forms of media discourse, the techniques employed in presenting Arabic manuscripts, as well as the main themes and objectives by the page s content .the findings indicate that electronic media serve as a significant instrument in revitalizing the A rab manuscript heritage,by promoting broader awareness of it ,facilitating public access,and ensuring its digital preservation and dissemination.this endeavor represents a cultural and educational initiative aimed at constructing a bridge of communication between the past and the present, thereby reinforcing the continuity of Arab cultural identity and contributing to the preservation of collective memory within the digital sphere.

Keywords

Arabic manuscript ; Dissemination ; Electronic media ; Face book ; Heritage

Oh Silly Daddy Pig! A Positioning Analysis Of Post-feminist Masculinity In ‘peppa Pig’ Cartoon Narratives

Fatima Zohra Benabdellah, Leila Benstaali — Fri, 16 Jan 2026 00:00:00 +0800

Cartoon shows are ubiquitous elements in children’s early media experience. They serve as cultural repertoires, disseminating social values and norms. Through constant exposure to captivating visual narratives, children develop perceptions of their social reality and shape their knowledge about the world around them. Cartoon characters provide children with exemplary models who teach them how to perform their masculinity(s) and femininity(s) adeptly. Children classify the knowledge they acquire from cartoons as appropriate cultural norms and acceptable gender-typed behaviors. These shows are helpful learning tools, especially with the presence of appealing characters that are visually captivating. This qualitative research is particularly interested in contributing to the burgeoning trend of post-feminist readings of animation. The study focuses on masculine identity portrayals in the British animated series ‘Peppa Pig’. It explores how Daddy Pig’s masculinity is navigated through narratives. The aim is to unveil how masculine identity attends to dominant discourses. This article draws upon Bamberg’s (1997a) and (2020) positioning analysis and dilemmatic spaces in retrospect to a discussion of post-feminist sensibilities. The findings reveal that Daddy Pig represents a ‘New Man’ model. Throughout the episodes, he performs his masculine authority as a providing father who accepts handling domestic chores. Unlike traditional patriarchs, Daddy Pig is an affectionate and caring man of the house who humorously experiences vulnerability and helplessness.

Introductory Paper: Reconstituting Terrain: Artificial Intelligence and the Scholarly Reckoning in Language, Culture, and Society

Nadia Idri — Fri, 16 Jan 2026 00:00:00 +0800

The rapid incorporation of artificial intelligence (AI) into domains such as language, education, and cultural output represents not only a technological advancement but also a significant transformation of epistemic, linguistic, and social landscapes. This introductory paper positions the December issue of the Journal of Studies in Language, Culture and Society (JSLCS) as a significant intervention in this transformation. It argues that interdisciplinary dialogue is a crucial scholarly response to the limitations, biases, and cultural entrenchment of contemporary AI systems. The paper advocates for a scholarly assessment that considers both large-scale disruptions and the localized agency of communities within specific sociolinguistic, institutional, and postcolonial frameworks, moving past polarized views of techno-optimism and technological determinism. This analysis employs recent advancements in the AI philosophy, cultural psychology, and critical humanities to critique the integration of statistical prediction with understanding, highlight the biases inherent in generative AI, and emphasize the cultural negotiations necessary for AI adoption in diverse global contexts. This introductory article contextualizes the contributions of this issue within three interconnected thematic clusters: AI as a pedagogical and translational agent; the evolution of teaching and learning paradigms; and the discursive, literary, and sociolinguistic reconfiguration of identity, memory, and power in digitally mediated societies. Collectively, the articles advance genealogical, rhizomatic, and metaphorical perspectives that reconnect technological inquiry with humanistic critique. This issue emphasizes the perspectives of marginalized regions and academic disciplines, placing language, culture, and society at the forefront of discussions regarding responsible, ethical, and culturally attuned AI, thereby encouraging a global, critical, and human-centric conversation among an international audience.

Preface: Interdisciplinary dialogues: AI, Education, and Cultural Narratives in a Global Context

Nadia Idri, Radia Bouguebs — Fri, 16 Jan 2026 00:00:00 +0800