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Objectives: The purpose of this study was to investigate and compare the attitudes of English medium instruction (EMI) lecturers and students and non-EMI lecturers and students toward English in Algeria. The Algerian government plans to implement English as a medium of instruction in higher education. Methods: The research was carried out at an Algerian university where French is the primary language of instruction, but English is used as the medium of instruction for certain courses in the engineering department. Data were gathered through a questionnaire, which was distributed to a group comprised of 52 EMI lecturers, 226 EMI students, 70 non-EMI lecturers, and 254 non-EMI students in engineering programs. Additionally, 18 EMI lecturers, 18 EMI students, 18 non-EMI lecturers, and 18 non-EMI students were interviewed. Findings: Most participants hold a positive attitude toward English, with a slightly negative attitude among senior non-EMI lecturers. Educational, instrumental, and linguistic reasons were the main factors behind the participants' positive attitudes. Most Algerian higher education lecturers and students are aware of the high prestige of English and its importance in research and technology. On the other hand, some senior lecturers display negative attitudes, believing that English does not deserve its high prestige and status. Recommendation/Significance: In its implementation of EMI, the Algerian Higher Education Ministry should highlight English's eminence in the global community and underscore its advantages in the Algerian context. This could be accomplished by organizing workshops and training sessions that center on such benefits.

This study explores the implications of the current foreign language policy in Algeria by holding evidence from the Algerian government practices and the Algerians' beliefs and views. The study also responds to the call of Maraf and Osam (2022a) to study neoliberalism as a possible outcome of the English wave in Algeria and considers further implications of linguistic imperialism as an additional outcome. To do so, the study follows a concurrent mixed methods research design that relies on the contribution of 200 Algerian university students who participated in a questionnaire (amongst 20 who participated in semi-structured interviews) who are affiliated with sixty-four Algerian universities, and 20 university teachers through semi-structured interviews. The study concludes that English is a tool leading to neoliberalism in Algeria and that English poses a threat of unnoticed linguistic imperialism that is already visible in the practices of certain youth groups. These conclusions are a roadmap for future problems similar to shadow education and language shift.

In this paper, we present an approach for online course evaluation based on learners' behaviors during the learning process, where the course creator can monitor the quality status of their online courses based on learners' learning outcomes and then intervene to improve the success rate. For this purpose, a set of criteria has been developed. These criteria concern learners' cognitive, affective and academic engagement. The proposed approach was adopted by a system consisting of four parts: a learning management system, a LOG preprocessing manager, a quality assessment manager, and a visualization and intervention manager. A first test was carried out on a sample of 33 students from the Department of Economics at the University of Guelma (Algeria), where the results obtained were very encouraging and promising.

The recent technological advances have had a profound effect on worldwide higher education, and educators and students needed to make abrupt changes to adjust to a remote learning environment that integrated information technologies and digital learning. Based on the Self-determination Theory, this study was undertaken with a sample of 150 English as a Foreign Language students, and a sample of 12 teachers of English at Teachers' College of Laghouat, Algeria. Using a convergent online survey, the study measured the level of the students' digital self-engagement within a Technological Pedagogical Content Knowledge framework. The students were queried about their digital self-engagement, while teachers were surveyed about their perception of TPACK. The analysis was performed using descriptive statistics and Exploratory Factor Analysis. Results showed that teaching and learning through digital content was an efficient remote educational experience that reflects high levels of student self-engagement and teacher self-awareness.

Teacher absenteeism significantly impacts student achievement in the EFL acquisition process, as it is a strong predictor of exam scores and has a direct negative impact on learning. Previous studies have shown that teacher absenteeism leads to low exam scores, disrupting the learning process and thwarting psychological enthusiasm. This paper aims to understand the impact of teacher absenteeism on student achievement in EFL classes in the Algerian LMD system through questionnaires submitted to both teachers and students. The results show that teacher absenteeism significantly disrupts the EFL acquisition process, resulting in lower scores and poor performance compared to regular achievements of students. Students are highly disillusioned, and rigorous measures should be taken against this prevalence to improve student outcomes.

This corpus-based study explores the expression of gratitude in the acknowledgement section of doctoral dissertations in both English and Arabic. The objective is to analyse how gratitude in academic discourse is structured in these languages and to explore any differences related to gender. The study examines 80 dissertations (40 in English and 40 in Arabic), further divided by the authors' gender (20 male and 20 female for each language). Data collection involved searching for doctoral dissertations from various sources, verifying the authenticity of the native language through biographical checks, and categorising the acknowledgements based on the year and field of study. The analysis utilised a mixed-methods approach based on Hyland and Tse's (2004) framework, enabling quantitative and qualitative text analysis. The study revealed distinct differences in gratitude expression patterns between English and Arabic dissertations: English acknowledgements often used performative verbs and adjectives, while Arabic acknowledgements primarily employed nominalisation. Notably, Arabic texts showed no use of passive constructions or adjectives. Gender-related differences were also observed, such as the preference for nominalisation among male Arabic authors and the preference for bare mention among female English authors. These findings underscore the significant cultural and linguistic influences on the construction of gratitude in academic acknowledgements. The research contributes valuable insights into pedagogical approaches to teaching academic writing and highlights the interplay between language, culture, and gender in scholarly communications.

The current study aimed to examine the effect of empowerment on English language teachers' commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers' attitudes towards curriculum reform on the relationship between the teacher's empowerment and commitment to schools. A questionnaire was used to collect data from a sample of 332 middle school English teachers in Algeria. The questionnaire included teachers' empowerment questionnaire model of Yin et al. (2013. "The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy." "Educational Studies" 39 (1): 13-28), the Organisational Commitment scale of Meyer & Allen (1997) and the Attitude toward Change Instrument of Dunham et al. (1989). The results advocated a significant and positive correlation between the teachers' empowerment, attitudes towards curriculum reform, and commitment to schools. The findings also revealed that teachers' attitudes towards curriculum reform had a significant mediation effect on the relationship between empowerment and school commitment. The extent to which teachers believe they are empowered and have a role and contribution in shaping the curriculum of their school has a direct bearing on their dedication to their jobs. The study suggested that the ministry of national education should consider the role of TATCR, TE, and TCTS together as important.

This paper explores the impact of a drama-based intervention on the social inclusion of middle school learners including some with ADHD in Algeria. The intervention included drama-based activities and was delivered over a period of six weeks (24 sessions). One second-year middle school classroom (n = 29), including students with ADHD (n = 3), was recruited for the study. A mixed-methods, explanatory sequential design was adopted: Social Inclusion Survey data were collected before and after the intervention; and qualitative data were collected using semi-structured interviews and focus groups two weeks after the intervention. The findings suggest an increase in the acceptance levels (and a decrease in the rejection levels) of students with ADHD in line with the group as a whole. Furthermore, the findings suggest a positive drama influence on the students' social interactions, friendships, and sense of belonging. The findings highlight the need for schools to promote the social inclusion of all the students through embracing creative teaching strategies and recognising the importance of social development in inclusive settings.

The COVID-19 pandemic has changed our lives and affected different nations in different ways. In Algeria, education has been hit hard by the lockdown as schools embarked on a total closure to stop the spread of the virus. For students and their parents, such a closure meant limited access to the support embodied in the school. This qualitative study explored the school closure experiences of parents and their children with special educational needs (SEN). Twenty-three parents and five children with SEN were recruited in the study. Data was collected by means of semi-structured interviews, using online video calling, and was analysed using thematic analysis. Six main themes emerged from the analysis of the interviews. These were: (1) the participants' emotional experience; (2) the participants' social experience; (3) children's behaviour during school closure; (4) the participants' learning experience; (5) children's new routine; (6) restarting all over again. The study findings revealed that both children with SEN and their parents experienced mental and social-emotional difficulties following the school closure. As such, the findings imply that the school climate and social landscape have a pivotal role in promoting and maintaining the students' stability and well-being.

The present study investigated enhancing undergraduates' epistemological beliefs by integrating epistemological insights into a regular university course using an immersion framework. It was conducted with second-year students in the Department of English Language and Cultures in an Algerian university. The 48-student group received a two-semester study skills course designed with built-in notions about the nature, construction, sources, and certainty of knowledge, along with the original course content. A 19-subject group received a traditional study skills course. Both samples' epistemological beliefs were measured using Baxter Magolda's epistemological reflection model before and after the treatment. A qualitative analysis of the data indicated a significantly greater increase in the sophistication of the treatment group's epistemological beliefs when compared to the control group. These results highlight the considerable potential that a curriculum design informed by personal epistemology research has to offer to all educational endeavors and, hence, to overall epistemological complexity in society. Recommendations are made for policymakers, instructional designers, and teachers.

Traditional education systems do not provide students with much freedom to choose the right training of study that suits them, which leads on long-term to the negative effects not only on social, economic and mental' well-being of student, but also will have a negative effect on the quality of the work produced by this student in the future. In addition, skills and talents in a specific area refer to general skills and working life practices. This paper presents a pedagogical orientation system based on blockchain technology and machine learning that accurately predicts the future specialized training and profession in which the common core student will have more opportunity to succeed. Python programming language has been used to implement the suggested pedagogical orienting mechanism in two key steps. (1) In the profiles matching step we have used the incidence matrix to correlate the professional and training profiles. (2) The student ranking issue was resolved at the ranking profiles step using the learning to rank methodology. The data used to feed the various machine learning algorithms in our system are stored on the blockchain, representing the academic results of 320 students at the end of the common core training in the computer science department of 20th august 1955 university in Skikda, Algeria, which served as a database for subsequent experiments and served to confirm the system's feasibility and credibility. The proposed system has demonstrated its effectiveness by accurately predicting the future specialized training compatible with the student's scientific capabilities, allowing him to succeed and excel. Also, it has contributed to reducing the possibility of falsifying results and certificates while enhancing security and transparency through blockchain protocols. Finally, this system encourages all participants to trust the automatic orientation process, which makes it possible to improve the issues experienced in the fields of education by enhancing interactions between the student, the university, and the employing industries during the educational orientation process.

In this article, we present an Arabic adaptation and validation of the School Refusal Evaluation (SCREEN). This measure aims to understanding the strong negative emotions and anxiety of the adolescent toward school. For this purpose, two studies (i.e., validation and cross-validation) with a student sample in middle schools (age range 12-16) using two independent community samples (N = 658; N = 485) were designed to provide evidence based on internal structure, internal consistency reliability and evidence-based on relationship with conceptually related constructs. Confirmatory factor analyses did not confirm a four-factor but a three-factor latent structure of the SCREEN. The SCREEN scores demonstrated good reliability and were significantly and positively related to Child Anxiety Related Emotional Disorders and Generalized Anxiety Disorder. In conclusion, the results of this study provide validity evidence for the SCREEN as a measure of school refusal and thus could be utilized in research and clinical settings.

Since the Coronavirus outbreak in 2019, higher education has shifted from face-to-face learning to distance learning incorporating various platforms such as Moodle. The use of the latter has changed the Algerian university's teaching and learning dynamics. In this case, and unlike in-traditional class learning, which is characterized by physical interaction, online learning requires self-awareness about personal strengths and weaknesses. Thus, the issue addressed in this paper was which strategy the students need to use online and whether the students use the same learning strategies in the two modes of learning; in-class and online. They are now a must to use new strategies to engage in Digital Learning (DL). In this view and based on Oxford 2003, Chamot 2004, Griffith 2013, and O'Malley 1995 references regarding learning strategies that have been pointed out as major determinants for successful learning, this study aims to raise the students' self-awareness towards using different learning strategies in online learning compared to in-class learning. The main objective of the present investigation is to identify whether Master's students in the department of English at the University of Mostaganem use different learning strategies for their online courses or not. Oxford's Strategy Inventory of Language Learning (SILL), 1990, has been adapted and used with 80 Master's students of English at Abdelhamid University of Mostaganem, Algeria, to gather relevant data. The findings revealed that most students use the same language learning strategies for both in-class and online learning. Hence, an adaptation and strategy instruction for online learning is recommended, i.e., students have to modify and adapt their own way of learning the target language since some learning strategies may not be effective for distance one.

Considering the brainwave of the psychological approach for the use of Information and Communication Technology (ICT), collaboration, expectation, and motivation have been identified as the aspects of readiness for integrating technology into the teaching strategies. Studies have investigated the integration of ICTs in the teaching/learning process; still there is a lack of research probing the significance of the psychological readiness of teachers on their perceptions about utilizing ICTs in the Algerian EFL context. The research, between hands, aspires to bridge the gaps, reveal the significant obstacles; and barriers encountered while exploring ICTs, and investigate the following query: What are the significant psychological obstacles that might prevent the effective implementation of ICTs? A mixed-method design was used in this research, employing a survey questionnaire and semi-structured interview to collect data from thirty- five EFL teachers at the University of Mohammed Ben Ahmed in Oran; Algeria. Participant teachers reveal a satisfactory willingness for using education technologies. Lack of training, insufficient ICT skills, technology anxiety, resistance to change, and no perception of benefits were the major psychological obstacles reported by the informants. To perk up the digital proficiencies of teachers, to train them to utilize ICTs, and to explore the potential of ICTs were highly recommended to rouse in teachers, the emotional readiness to implement Information Technologies.

E-learning is, for the time being, receiving significant attention in the literature on English as a foreign language (EFL) learning. It has emerged during the COVID-19 pandemic as a fundamental rescue attempt. This paper intends to contribute to this debate by highlighting some of the strong points and downsides obtained from this new learning initiative. It also discusses the main reasons behind the students' reluctance to learn via the internet and examines the impact of learning on both teachers and learners in the Algerian Higher Education Settings. The researcher focused on the teachers' and learners' perceptions of the new asynchronous online teaching mode and also tried to show how Moodle operated as a substitute for traditional courses. The author carried out a qualitative and quantitative study using questionnaires, and an interview to analyze students and teachers' perceptions and experiences with this instructional model. The findings provide insights into how students and instructors perceived and utilized this learning format. The suggested recommendations show that our awareness-raising approach, if taken into account, can enlighten learners, help teachers get more familiar with this type of learning and better engage in technology literacy, and urge the decision-makers to reconsider the utility of diversifying the teaching/learning modes of delivering knowledge in the area of tertiary education.

This research is a descriptive case study that investigates the status quo of mobile learning in Algerian EFL settings. It aims at examining the investment of smartphones' advantageous characteristics in enhancing English language learning processes. Thus, it attempts at evaluating second year master learners' of English understandings about mobile learning, gauging their perceptions about teachers' attitudes towards these devices, and most importantly, establishing a possible link between these two mentioned variables and learners' actual practices of using these mobile technologies in EFL classroom milieus. It adopts mixed method research approach to collect quantitative and qualitative data. To rigorously explore the afore-mentioned aims, a survey questionnaire was administered to 30 Algerian second year master students of English, specialized in Didactics and Applied Languages, Mostaganem University. The analysis of the collected data revealed that engaging in mobile learning in EFL classes is obstructed by various hindrances that can be summarized in learners' cursory understandings about mobile learning and its tools, which lead the learners to use their smartphones as means of communication and entertainment, neglecting their pedagogical potentials. In addition to this, the ineffective use of these devices was partly attributed to learners' negative perceptions about teachers' attitudes towards these devices.

To help secondary school learners overcome the difficulties they encounter when working on their English school projects, we have used one of the cooperative learning techniques Group Investigation (GI), based on the Sharan and Sharan (1992) Model. After applying the model, we wanted to determine the students' attitudes towards project work and the new teaching method. Thus, this research study aimed to measure the effect of the Group Investigation technique on the students' attitudes towards English projects in general and Group investigation in particular. We hypothesize that the GI model will positively affect the students' attitudes and motivation towards their school English projects. To reach the aim of this descriptive quantitative study, we developed a four-section attitude scale, and the current situation is described by analyzing the data obtained from the applied scale. The study's sample is a focus group of 21 students studying at Elhachemi Bouzidi Secondary School in Khenchela, Algeria. The research data were collected, coded, and analyzed using the statistical package for social sciences (SPSS 24.0 Packet program). The researcher also used Cronbach's Alpha to measure the scale's reliability. The research findings reveal that the applied model positively influenced the students' attitudes, project performances, motivation, target language use, and cooperation.

The present research paper seeks to ascertain whether students respond emotionally to literature-- as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students' personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.

The adoption of online learning is continuously growing in the post-COVID-19 pandemic era in the Algerian context. In this account, teachers and academicians tend to change and adjust their teaching pedagogies to fit this type of learning to ensure a high quality of education. Two crucial pedagogical approaches are blended learning and flipped classrooms, which depend on online and face-to-face learning processes. The actual research implements this approach in different subjects taught in a limited four face-to-face courses during the post-pandemic period. The central aim of this paper is to investigate the extent of efficacy of blended learning in combination with the flipped classroom in Algerian foreign language classes. The hypothesis set is that blended learning combined with the flipped online classroom assists learners to a great extent in their learning. To gain empirical data, grids of observation were used by the researchers. The sample of this research consists of 165 learners who belong to different educational levels at both Batna-1 University and Barika's University Center, Algeria. One of the significant findings of this investigation reveals that blended learning and flipped classrooms efficiently promote a high quality of learning among learners. Likewise, the results indicate that the embedment of this teaching approach reinforces learners' adoption of online learning.

This study explores the representation of culture in "My Book of English," a second-generation English-language book for the first-year middle school in Algeria. Based on both content and a linguistic analysis method, our objective was to demonstrate the cultural significance of some representational choices. The notion of ideology was exploited in this study to examine the part that language takes in perpetuating ideas about culture, multiculturality, diversity, nationalism, and identity. According to the findings, cultural and social representations capture both the tendencies of cultural heritage preservation and the promotion of innovation and change. The analysis demonstrates that "My Book of English" acknowledges, to a certain extent, the role that English plays in the processes of internationalization and globalism. However, as a foreign language material, the book exaggeratedly highlights the source culture, making it difficult for the learners to transcend national boundaries.

This paper examines the current situation of learning ESP in a non-English Department at the University of Saida, Algeria. Data were collected from the targeted population which was an ESP teacher and a group of 46 first-year License-Master-Doctorate political sciences students. Three methods of data collection were used to investigate the suitability of the designed curriculum in meeting students' needs, to analyze the teacher's methods and to see whether they are effective in boosting active ESP learning. The study uncovers the students' learning deficiencies. Results suggested that curriculum designers need to clarify some components and point out the importance of reconsidering some teaching practices in relation to needs analysis. Eventually, some recommendations are suggested to conduct ESP teaching and make it a beneficial learning opportunity.

In the wake of the Corona Virus pandemic, many universities have rapidly shifted to remote education. In this regard, students are enrolled in online learning instead of, or sometimes along with, physical classroom presence. As a result, the online assessment also appeared as an alternative method to assess students. The current research paper aims to provide an in-depth look at the online reviews in EFL teaching and learning in the Algerian context during the COVID-19 pandemic. The main questions that set the study are: How do Algerian English language teachers perceive e-assessment via Moodle? What impact did the online reviews have on assessment practices?; How did an online assessment affect students 'achievements? To answer these questions, the researcher conducted a study with Algerian EFL teachers and students from three Universities. The researcher collected data through a questionnaire addressed to EFL teachers and a comparative analysis of Project-Based Language essays done by the students in face-to-face assessment and online assessment. The findings revealed that although the challenges facing teachers in online review, positive attitudes appeared towards this method. The analysis also demonstrated that the assessment practice used mainly by participated teachers is a summative assessment. The results also showed a big difference in students' achievements between face-to-face assignments and online evaluation, in favor of e-assessment.

The current research is significant. It aims to improve learners' writing and facilitate their academic achievement. This study examines learners' and teachers' preferences to written corrective feedback types in enhancing EFL learners writing. The main research question is to investigate the likes of teaches and learners regarding written corrective feedback types in enhancing learners' writing skills. The learners' questionnaire and the teachers' questionnaire were the instruments. The respondents responded to the questionnaires. The submission of the research instruments took place on November 2021 at Zaida Ben Aissa middle school. The findings have shown that learners prefer their writing to be corrected via unfocused, direct feedback while teachers like to use indirect, focused feedback on their learners' writings.

COVID-19 pandemic has had a hard impact on all educational sectors where access to schools, educational institutions, and university campuses is forcibly halted. In this context, the Ministry of Higher Education and Scientific Research urged teachers to move from face-to-face to online learning to mitigate the spread of the virus, keep up the regular schedule and save the academic year. This paper highlights the issues, perspectives, and pedagogical practices of the instructors' overnight change, switching pre-existing face-to-face learning to the online environment. It also refers to the challenge of those learners lacking intercultural communication skills needed to participate virtually. The researchers used the documentary research method to develop their leading research question and analyse existing research documents and other e-sources of information such as university and government reports, newspapers, PDF books, papers, and YouTube channels to collect relevant data for this study. As a result, we could illustrate the Algerian universities' response and analyse government and university sources such as newspaper articles and ministry decrees. Therefore, we believe that the emergency to digitalize teaching in our higher institutions is a significant opportunity to keep engaged in the online environment now and after the pandemic and take advantage of the universities' best pedagogical practices. Thus, prepare for the online shift to better address the digital divide by promoting equal opportunities for all students to access the Internet, possess and effectively use Information and Communication Technology (ICTs) to fully participate in the modern educational system.

The integration of critical thinking within the learning process is considered a crucial indicator of education's quality. Nevertheless, with the reforms introduced in higher education, less importance was given to this skill; consequently, most Algerian EFL learners cannot think critically and creatively. To fill the gap, this study suggests using literature as a bridge between the teaching of the foreign language and the enhancement of learners' critical thinking abilities. The research also proposes strategies and approaches to motivate students to use their critical thinking skills in literature class. To this end, the researcher raised the following research question: How do we enhance learners' critical thinking abilities while teaching literature? And what strategies and approaches to adopt to motivate students using their critical thinking abilities within a literature class? The researcher adopted semi-structured interviews with teachers and classroom observations as instruments to collect necessary data. The participants are EFL university teachers and first-year students of different genders from the department of English language at the University of Dr. Moulay Tahar, Saida (Algeria). Obtained results show positive feedback from the students towards the critical thinking approaches used by the teacher-researcher in literature class. It also revealed that teachers are aware of the effectiveness of critical thinking when teaching literature to improve the learners' proficiency in English as a foreign language and enhance their critical thinking abilities. This study recommended using high order of thinking as a strategy when teaching literature.

Never before has education been more tech-oriented, cloud-based, and online-driven, especially with this new pandemic-altered educational environment. However, new regulations worldwide limit physical interaction inside the bounds of educational institutions, which pushed Algerian university teachers to operate mainly online under unsuitable conditions. Therefore, our prime objective is to devise a MOOC-based teaching modal that primarily palliates the current dire problems regarding students' equity. One of the solutions proposed in this paper is two equitable, to some extent, tech-enabled modalities of instruction that leverage the available first-rate Massive Open Online Courses (MOOC) e-content to teach Master of Arts (MA) students: language and communication students of English department at Mostaganem University in Algeria. There were two online groups, the first one regards migrating to the MOOC itself and letting students operate on the MOOC provider. The second e-group decentralizes the e-content to a closed Facebook group where students can access the e-pedagogical materials directly from the social-media-mediated landscape. To this end, a pedagogical action research based on the comparative approach is used to undertake this study that comprehended 44 students to compare the two e-groups through different working situations. Findings revealed the difference between the two e-modes of teaching. They presented a framework enabling instructors to choose which one to leverage according to students' digital skills and access to internet bandwidth, thus serving as a guideline for any instructor wishing to participate in such an educational endeavor. Finally, implications of these two technologized modes of instruction on the teaching profession overall are set forth.

The present study investigates the benefits of implementing drama techniques in English language teaching. It also focuses on the means and strategies of creating a learner-centered classroom to enhance English as Foreign Language learners' communication skills. Two dramatic techniques used in the research are "exploiting a scripted play" and "improvisation." Teacher-researcher conducted a qualitative research method through a case study of First-Year Master Students of English Literature and Civilization studying English as a foreign language in Dr. Moulat Tahar University of Saida, Algeria. The present study reveals the positive impact of teaching English through drama on student's physical, emotional, social, and cognitive development. It sheds light on the method of putting learners in authentic situations to help them discover their hidden creativity and overcome their fears. In addition to promoting their sense of collaboration, including discussion, negotiation, and performance.

Given the still existing restrictions of COVID-19, blended learning is undoubtedly becoming a better-fitting strategy for higher education institutions in underprivileged countries. Acknowledging the current changes in higher education, this study aims to investigate the elements that influence students' satisfaction and their future preferences regarding blended learning in Algeria. A total of 782 questionnaires were collected from different Algerian universities. A structural Equation Modeling (SEM) analysis was conducted to investigate the relationship among the latent variables of the proposed theoretical model. Moreover, an unsupervised sentiment analysis approach was applied to analyze the qualitative data received in the form of feedback from the participants. The results show that students' perceived ease of use and perceived usefulness of blended learning had a significant positive impact on their satisfaction. Similarly, satisfaction had a positive influence on students' future preferences regarding blended learning. In turn, students' perceived ease of use and usefulness had an indirect effect on their future preferences, mediated by satisfaction. Additionally, qualitative data echoed students' eagerness to adopt more advanced learning technologies and what obstacles currently stand in their way. The contribution of this study is to reflect the current situation of blended learning adoption in developing countries and to support future curriculum planning and development. It can also help teachers, students, and policymakers to make better decisions and recommendations for an improved and more sustainable learning and teaching environment in the future.

The very mentioning of verbal abuse is more likely to send the reader/listener to educational settings like the primary, middle, and high schools. Howbeit, it is rare to affiliate between this linguistic maltreatment and higher education settings. The aim of this study is to explore EFL university learners' experiences of verbal abuse by means of investigating the various effects of verbal abuse on classroom participation, academic achievements and self-esteem. This study is based on the reflection of nine female master learners from the University of Mostaganem of their verbal abuse experiences. The data have been collected from a survey questionnaire that comprises different sections, involving closed and open-ended questions. The results showcase that learners tend to experience verbal abuse at the university, articulated by some teachers in a form of shaming and public criticizing, which mainly targets their "English language abilities". As to its effects, it has been found that due to learners' age (over 20 years old), verbal abuse does not negatively affect learners' motivation, self-esteem, and academic achievements; however, it tends to reduce their classroom participation rate.

This article examines a very thorny issue of testing English for Specific Purposes (ESP) through the barcode correction system to evaluate the usefulness of distance education. The system was used for the first time as a type of assessment which focuses on enriching student's minimum vocabulary in a variety of English for specific contexts. Henceforth, the barcode correction system is applied in this study on different types of ESP exercises, and they are corrected as they are taught, explained, and consolidated in distance education. To determine online teaching efficiency, the barcode system is used to correct student's papers in a total correction time based on single time 0.45/paper, calculate the rate of mistakes, and diagnose problems of correct answers, and missing marks. The results indicate that there is a high correlation between mistakes and ESP exercises calculated by the correction of barcode reading.

This pedagogical paper presents an approach to urban design taught in the "Complex Densities Studio" CDS of the Institute of Architecture and Earth Sciences of Setif (IAST). This approach is based on urban analysis and scenario building, the use of parametric tools, and the constitution of reusable "parametric actions". The parametric approach invites students to state their project intentions. Parametric computing allows building a digital model from certain parameters. The digital model aims to verify the interactions of the student project in the urban context dynamically and iteratively. It offers the possibility of identifying the most efficient models concerning the stated criteria. The urban typologies and ambiances are evaluated throughout the design process, thus allowing for permanent adjustments. The chosen context is the El-Harrach district in the city of Algiers: the population density and the rapid transformation of urban areas offer a stimulating framework to experiment with a parametric approach to the student project. The approach of the CDS is based on numerous and diverse data, transcribed in diagrams, pre-formal plans, and parametric models, allowing to move from an abstract and quantitative dimension to the formalization of urban ambiances in a progressive and qualitative way.

Using self-assessment as part of writing courses is key to improving strategic and affective self-regulation skills. The aim of this study is to investigate how self-assessment develops EFL students' writing self-efficacy. To conduct this research, an embedded mixed-methods design was implemented with a sample of sixty control and experimental participants. This involved a post-scale of writing self-efficacy to collect quantitative data, and an interview administered to twenty participants after the experiment to explore their perceptions of their writing ability. Data were analysed using descriptive statistics and an independent-samples t-test at [alpha]=0.05. Analysis of the data revealed that the mean score of the experimental group was higher than that of the control group on the self-efficacy scale, and the difference between the two groups was statistically significant on the same variable. Data from the interview indicated that the majority of the participants voiced high perceptions of paragraph writing ability. Based on these findings, it can be assumed that self-assessment is a learning strategy, which can enhance learners' knowledge of criteria of good work and thus, can improve positive perceptions of their writing ability. This means that self-assessment can maximize their self-efficacy beliefs. Based on these findings, the study suggests recommendations for teachers to include self-assessment in their writing courses.

Under the shade of coronavirus pandemic, schools and universities worldwide have moved towards online learning to assure the continuity of academic activities. Great interest was, hence, directed towards the opinions and stands of teachers about distant online education. It is of paramount importance to inspect teachers' perceptions and attitudes. When they have positive perceptions about online education, teachers also adopt positive attitudes towards educational technology. Thus, they would accept the change and challenge the shift to online virtual classes. This research studies the online learning process and which mechanisms teachers have utilized to prop up virtual learning. The central questions that shape this study are: what are the perspectives and attitudes of EFL teachers about using Google Meet in online classes? Which challenges would make them resist the change? The present research work under inspection aims to give an in-depth look at online teaching and learning in the Algerian context during the COVID-19 Pandemic, by considering the department of English Language at Oran University as a case study. The study's findings show that participants have overall positive perspectives and attitudes about using Google Meet during the ongoing pandemic with many challenges. Developing digital proficiency of teachers and students, enhancing students' motivation, and assuring the quality of internet facilities were the leading suggestions for an effective shift to online education.

The spread of the COVID-19 leads academic institutions all over the world to shift to online mode through educational platforms like Moodle, blackboard, and Teams or towards the informal ways of learning through YouTube and Social Networking Sites, mainly Facebook or through the inclusion of some apps like Zoom and Google meet. Algerian Universities also hasten to replace face-to-face with online mode. However, there are many challenges, among which is the absence of interaction between teachers and students since most of the lectures are posted in an asynchronous online mode. The study attempts to answer the main research question: Which learning mode is used in Algeria during the pandemic? The current paper tends to give an in-depth look at the teaching and learning situation of English in the Algerian context during the pandemic. It also sheds light on the nature of the learning mode. The researcher conducted the study with four universities from different regions in Algeria. Data were collected quantitatively and qualitatively using a questionnaire, an interview, and observation. Findings revealed that most universities use asynchronous online mode in learning. The analysis also demonstrated that the asynchronous mode affects EFL students' motivation towards e-learning and raises their "technostress" since they have not developed e-learning readiness yet.

The profound and permanent impact of the COVID-19 pandemic caused a global closure of universities and schools by transforming physical classrooms into online/distance settings. Such a sudden shift resulted in uncertainty in the educational context. During the pandemic, the only way to sustain education was to benefit from distance education, which is defined as Emergency Distance Education. Specifically focusing on English language education in these emergency circumstances, such a distance education might be defined as Emergency Distance English Language Education (EDELE). In such a rush, both challenges and opportunities have been experienced in EDELE. Therefore, recent studies focus on how to respond to those challenges to improve the conditions of EDELE. Thus, this scoping review study aims to first identify (a) challenges experienced during EDELE, and then (b) responses for those challenges during EDELE from the perspectives of English as a Foreign Language (EFL) students. Via NVivo 11 Plus, the scoped studies focusing on EFL students were inductively and thematically analysed. The results revealed the challenges during EDELE centred around five main actions: "changed," "caused," "revealed," "increased," and "decreased." Additionally, thematic analyses of the responses were organized around the implementations or recommendations by three stakeholders: "teachers," "students," and "institutions." The current study contributes to EFL settings in improving distance education circumstances.

Building on the achievements of the programs of the African Union Commission on school nutrition on the one hand, and striving to achieve the quality standards approved by the United Nations included in the program "Changing the education", and through a review of the health and nutrition literature, using a content analysis guide to extract implications for school feeding, and consultation with nutritionists to develop practical mechanisms that take into account of the peculiarity of Algerian nutrition, using and a semi-directed interview guide. This study aims to strengthen efforts to improve school feeding in Algeria by creating a model of technical sheets for school feeding in order to prepare healthy meals (lunch / collation), of high quality for school children all over Algeria.

This article presents on a multi-institution project that explains the design and development of Virtual Tabadul, an Arabic and English foreign language exchange program amongst 1,200 U.S. and Middle East and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality.

This study is based on a broad research question: How does the translation into Modern Standard Arabic (MSA) capture and convey the meanings embedded within languages belonging both inside and outside the sphere of the Arab world? To answer this question, a translation and literary study of borrowings, combining the methods of etymology and lexicology with in-depth content analysis and close reading, involving Nesrin Chukri's translation of Mouloud Feraoun's "Le Fils du pauvre" ("The Poor Man's Son, 1950/1954") into MSA, was carried out. Feraoun's text hybridizes the French language by borrowings from many languages: Algerian Arabic, Kabyle and Old Arabic. The loan words, collected for the purpose of this study, offer relevant study examples to throw the light on MSA handling of vocabulary, which this study sought to understand. The analysis of Chukri's translation of Feraoun's loan words belonging to three languages (Algerian Arabic, Kabyle and Old Arabic) suggests that the translator does not favor newness; most of the time, Feraoun domesticated the Kabyle and Algerian Arabic loan vocabulary found in the source text, and systematically reinjected Old Arabic vocabulary. This practice poses the problem of the referentiality of MSA and its capacity to convey ethnic cultures, in our case Algerian Arabic and Kabyle. However, for this conclusion to be confirmed, larger, corpus-based translation studies extended to other Algerian francophone novels and also to the languages of other non-Arab ethnicities belonging to the Arab world are needed.

In today's world, the university is undergoing profound changes, and it needs digital technologies requiring new cognitive skills. New Information and Communication Technologies, computer and internet literacy, and teacher digital competence are increasingly becoming requirements for teaching. In architecture, teachers do not have tools to help them teaching better. This study subjects Educational Situations (ES) or tetrahedrons Cyber DiPL developed by Abbaoui et al. (2020) as suitable tools for teaching better architectural design studio courses (ADSC). The survey that served as the common thread is run with forty-nine (49) teachers from the institute of architecture, Ferhat Abbas University Setif 1 (Algeria). The results show that educational situation to do (ES to do), educational situation forged by experience (ES to practice) and educational situation to differentiate (ES to differentiate) are suitable tools. Furthermore, each ES related to know-how (Kh), knowledge practice (Kp) and theoretical knowledge, learned or scientific knowledge (Tk) brings out three other triangles (triangles of a didactic, of a pedagogy and of an apprenticeship). These triangles have corners dedicated to digital technologies to help teachers improve architectural design studio courses. The outcomes of this study could provide current and future teachers with valid and reliable tools to guide their teaching and awareness of ES development. These tools could be implemented in their teaching process and give them opportunities to make significant use of ES in architectural design studios.

The computer has evolved from a tool to a privileged position where architectural design takes shape. Given that students are expected to work primarily in a computational environment and frequently in a collaborative way, some questions challenge and inspire us to consider new ways and methods that will aid in the creation and sharing of information and ideas. The dynamic of the architectural investigation process is the beginning point for our research, which aims to stimulate the architectural exploration process through the design and implementation of a computational environment based on a library of referents. In this paper, we try in particular to understand the characteristics of the design environment in architecture, therefore concerning the description and references of the library in the design dynamics. The referents' representation is viewed as a collection of descriptions in a distinct format. It is available to students and allows for new interpretations, interaction with their content, and eventually, knowledge acquisition during the architectural investigation process.

The COVID-19 pandemic forced much of the world into lockdown. For that reason, INTTIC switched from blended learning to total e-learning. In this paper, we explore the impact of e-learning on INTTIC students during the COVID-19 lockdown. To this end, we focus on four main variables: the effectiveness, the cost, the flexibility, and the independent work involved in e-learning. Our results show that e-learning cannot be entirely effective without the teacher's online interaction. It is budget-friendly because students can save on transportation, food and daily school expenses, and it offers students a large degree of flexibility. Nevertheless, almost all students struggle to complete their homework on a deadline. The main causes could include the psychological aspects of lockdown, the lack of prior experience with total e-learning, and a need for teachers' supervision. Future research should study the impact of e-learning on teachers during the COVID-19 lockdown.

The need to use English in diverse professional domains is increasingly growing throughout the world. Therefore, a Needs Analysis approach is deemed wise to design English for Specific Purposes courses that not only cater for students' academic needs but their target professional requirements as well. Accordingly, the present study attempts to identify hydraulics engineers' use of English as well as the skills and competencies they need in their workplace settings. It also aims at reducing the gap that currently exists between academic studies and engineers' needs in professional life. Therefore, data were gathered from 50 engineers working in different hydraulics settings by means of a questionnaire in which both quantitative and qualitative methods were employed. The results demonstrated that the most important language skill for hydraulics engineers is speaking; meanwhile, it constitutes the most problematic aspect in communication. The findings also revealed that the English courses they had at the tertiary level did not succeed in meeting their academic nor professional needs. The study also elicited some suggestions from the participants to make those courses more effective and relevant to hydraulics professional settings in Algeria.

In this increasingly interconnected epoch, the teaching of English as a Foreign Language (EFL) along with culture that is considered as a fifth skill has become inevitable. Therefore, EFL teachers are impelled to introduce cultural instruction in their classes. They are then advised to combine the teaching of language skills with the foreign culture because it prepares their learners to behave successfully in intercultural encounters, gain solid cultural knowledge, overcome cultural obstacles, and promote their cultural awareness. The main questions addressed in this research focus on the inclusion of the cultural component in language subjects' syllabuses, and the type of teaching strategies that can ameliorate the status of cultural instruction. This study points out the key importance of implementing intercultural information in EFL contexts founded on a case study undertaken at the University of Oran 2 in Algeria. This paper targeted a group of Master II students by using an array of data collection means including a questionnaire given to the learners, an interview done with the teachers, and classroom observation sessions carried out by the researchers. The major aims of this work were to verify the learners' perceptions of cultural learning, and outfit students with core foundations of culture. The results demonstrated that the incorporated teaching techniques have enriched the students' cultural understanding and intensified their linguistic adeptnesses. It is suggested that these teaching initiatives can aid learners be compassionate, understandable, and tolerant human beings.

On the 21st century scent of educational development, 'dialogism' hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin's (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners' higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for "Bloometizing" EFL literature classroom, namely by stimulating and revitalizing the learners' cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners' eyes and to add the 'wow' factor inside literature classrooms.

The Algerian universities have witnessed significant changes since the establishment of the three-tier system composed of Licence, Master, and Doctorate (LMD). The latter necessitates many changes in the learning process as well as teaching methods. Yet, to achieve self-directed learning, the learner should first achieve autonomy at the personal level. Thus, this paper is mainly devoted to analyzing the impress of Algerian cultural and social traditions on the development of self-directed learning. This study addresses the following question: Do the Algerian cultural and social traditions enhance and facilitate self-directed learning or impede its implementation at university? The main aim of this paper is to investigate the aspects of the Algerian culture that hinder the promotion of self-directed learning. The research has been conducted in Saida University among Master students. To investigate the socio-cultural impact on the development of self-directedness, the researcher used a questionnaire and an interview that was related to Hofstede's six-D Model. Discussing the Algerian culture through the lens of Hofstede's six-D Model helped the researcher to diagnose the reasons behind the failure to promote self-directedness. The main finding of this research is that the collectivist nature of the Algerian culture retards the progress of self-directed learning. This paper also suggests that if the Algerian culture does not favor self-directed learning, educators should adopt new approaches and strategies that engage their learners in the learning experiences. Educators should counterbalance the parochial and paternalistic traditions with glocalization and multiple perspective curricula.

The study deals with the subject of learning languages online. Many studies (Chelghoum & Chelghoum, 2020; Arabeche & Soudani, 2021) have been carried out over the last year to investigate the needs of the pedagogical changes as a result of the world health situation. The Covid-19 pandemic wreaked havoc all over the globe. This unprecedented situation created huge complications for citizens worldwide, with emergency offices suddenly appearing in students' and workers' kitchens, bedrooms, and living rooms due to the large-scale lockdowns and stringent restrictions on movement put into place by governments. The sudden and unexpected nature of this "new normal" left very little time for acclimatisation to the online learning modes, with students and teachers alike adapting and improvising. This study aims to investigate the difficulties of Algerian students and analysing the interactive techniques which could be applied in language studying, and overcoming the barriers of computer screens. In this case, we address the goals used in university teaching in Algeria to be able to understand the situation and draw a possible new strategy to achieve a quality education. First, the topic is introduced, followed by an analysis of teaching and learning methods during the COVID-19 pandemic. Afterwards, the methodology is defined, highlighting the relation between the Psycholinguistics (Hanim Rahmat, 2018) and the Communicative Approach (Hymes, 1972). A qualitative study is carried out to describe the problems faced by the students and offer some possible recommendations, taking into account the social context experienced during the 2020-2021 academic year.

The Algerian educational system is competency-based; therefore, it focuses on developing learners' competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st -century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers' recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers' classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers' recommendations. Besides, the teachers' methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners' critical thinking. The conclusion drawn from the data analysis of the current research is that teachers' hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

Multilingualism has established itself as a separate area of research in linguistic studies for the two last decades. Therefore, the present study aims at examining Algerian Multilingual students' perceptions of linguistic distance i.e., "psychotypology," between their first Language Arabic and Second language French and third language English. It focuses on the role of psychotypology as a constraining factor of cross-linguistic influence in third language acquisition that may lead to the activation of the background languages in the production of L3 English. Therefore, the researcher used a mixed research method to explore which typological or psychotypological languages L1 Arabic or L2 French would be the source of language transfer in L3 production. Forty students participated in this study, and data was gathered through a psychotypological questionnaire. The results of a qualitative and quantitative analysis showed students perceive French as a closed language to English in most the language aspects and they used it to fill a linguistic gap in their English production. It also showed that psychotypology is a complex concept that would affect students' language choice in L3 production as well as a crucial factor in determining the source language of transfer. The findings indicated that further investigations of Psychotypology in L3 production are necessary.