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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.

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 ongoing pandemic of COVID-19 has affected all countries worldwide in all sectors, mainly in the education sector. Schools and universities were closed. Teaching and learning were transformed from face to face environments to online platforms. In light of the latter, a pivotal query in this study was to investigate the shift of English as a foreign language (EFL) learning and teaching into Moodle online learning platform and how the delivery of online EFL courses was (un-)beneficial for students to end up the academic year. This research paper sets out to deconstruct recent calls for integrating several E-learning platforms or apps into the Algerian university. To carry out this study, we used an interview with six Algerian university teachers as a first research tool to cover all issues that arose regarding the use of MOODLE e-learning platform imposed by the Ministry of Higher Education. Another target in this paper is to uncover the main difficulties our colleagues have faced during the confinement. The second research tool we used in this survey was an online class observation followed by six questions on Moodle, the Google Meet app, and a closed Facebook group. We chose 24 MA Language and communication students from the English language department of Mostaganem University to reveal the obstacles they faced throughout the COVID-19 pandemic. The results showed that both teachers and students are ready to access various online platforms or apps as alternatives such as Zoom, Google Meet and Facebook closed groups to continue teaching and learning English.

The urgent need for English instruction at the faculty of medicine, Mostaganem University, motivated us to investigate the teachers' needs for medical English. In this prospect, an in-depth needs analysis was conducted to know the "teachers' of medicine" needs for English in order to make an appropriate course design for them. Accordingly, a set of procedures were taken in which a questionnaire was elaborated to investigate the learners' profiles, their target needs, and their learning styles. Furthermore, an interview with the responsible for medical English was held to determine the way the learning process should be conducted. Moreover, a placement test consolidated by a classroom observation was used to reveal the learners' strengths and weaknesses regarding the language. The results of the needs analysis were exploited and interpreted to elaborate a suitable course design for the teachers of medicine at Abdelhamid Ibn Badis University to equip them with the linguistic tool to be able to use English as a medium in their researches and to attend international conferences. Finally, an official implementation of the suggested course design for medical professionals in the academic setting was proposed as a first attempt to introduce English to the faculty of medicine.

The present work investigates the effects of socio-linguistic factors on pupils’ school performance in the English language subject. It examines the impact of the pupils’ linguistic and social background on their academic performance. The major objective of this work is to identify the reasons behind low performance in English, especially among male pupils. Hence, the research instruments used to collect data are descriptive and qualitative; they are an observation and a questionnaire, mainly designed for pupils from all educational streams, scientific and literary. Our sample is comprised of 80 pupils who are selected from Mohamed Boudhiaf Secondary School, final classes, in Tissemsilt- Algeria. We concluded that school failure is linked to the low level of learners in languages, the number of females that is increasing in the class, besides the non-stimulating perspectives of the speech community where pupils inhabit

Our research work assesses the extent to which digital tools are integrated to embrace competency based approach in an EFL classroom. Its objective is to check the applicability of teaching materials and elearning tools to foster learners’ classroom understanding of English. In this prospect, our main question is how could competency based e-learning be achieved in an EFL context? As a research instrument, a questionnaire was administered to thirty students in master degree, at Ibn Khaldoun University- TiaretAlgeria. We concluded that competency based e-learning can be implicated only when shifting from a teacher-centric approach into a learner-centric approach. Thus, it is necessary to follow an approach that tailors learners’ competencies and interests.

Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities. Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only. A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers'former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31,2023. Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time. Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children's songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils' motivation to learn this foreign language. [ABSTRACT FROM AUTHOR]

Virtual milieus are becoming a setting for a great deal of intercultural contact. Learners engaged in virtual exchanges are likely to encounter users from different nationalities who bring with them their culturally-grounded behaviors, beliefs and expectations as to what is most appropriate for intercultural interactions. Against this background, learners need specific skills, attitudes and knowledge to establish working relationships and collaborate with distant partners, namely intercultural competence. The present paper explores the effectiveness and relevance of participating in virtual intercultural exchanges to develop Algerian University learners' intercultural competence(or lack thereof). The particular significance of this study lies in shedding light on the importance of scaling up virtual intercultural exchanges to become an expected activity in Algerian Higher education. We opted for the quasi-experimental design as an appropriate research strategy for the present study. Data were gathered from attitudinal surveys administered to 38 students enrolled at the department of English language of Abou Bakr Belkaid University, Algeria. Participants were not selected randomly. They were grouped into two groups: a focus group entailing 19 students who participated in a telecollaborative partnership offered in the fall of 2020, and a control group of 19 students who were not involved in intercultural exchange programs. This initiative attempts to present some preliminary findings to show that virtual intercultural exchanges can assist Algerian learners in developing their intercultural competence under the guidance of their instructor. [ABSTRACT FROM AUTHOR]

Modern media creates for young people a desire to change them with a subsequent loss of personality. It has influenced its users, particularly adolescents because it carries different contents that attract their attention; therefore, they escape to the world of dreams where they can find a suitable place for themselves through being an influencer and/or following media content creators who share what is attractive to gain more followers. To this end, adolescents are the intended age segment because they get influenced easily owing to their sensitive age period. In this regard, the present paper aims at studying the impact of Instagram on Algerian adolescents' selfidentifications. It focuses on how individuals interact within Instagram as a virtual community and how it affects their real lives due to the unbalances between the real and the virtual worlds. To do that, we employed mixed-methods research relying on an online observation and an online questionnaire as research instruments. The participants were 161 Algerian adolescents known to be Instagram users. Final results indicated that 57,8 % of their real and virtual identities are the same, and 42,2 % have declared that there is a contradiction between both identities, which has amplified the phenomenon of double personality or schizophrenia with 61 % among Algerian teenagers. Therefore, the Instagram app has hidden individual and psychological effects on its users. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The current study revolves around the use of TikTok application by Algerian teenagers, highlighting its specific type of communication (nonverbal communication) that has significant effects on the transmission and communication of cultural values among generations, as it leads further to unequal online practices and behaviours. In this insight, at first, we established the link between the historical evolution of language in TikTok as a modern social media platform and its hidden effects on Algerian teenagers' cultural values. We attempted to make its users aware of the behaviours and habits decline in their cultural values and how it could influence them unconsciously. To reach our goal, we conducted the research study with 116 Algerian teenagers to confirm or nullify our hypotheses; and to collect the appropriate data we employed an ethnographic research method using online observation and online questionnaire as research tools. The results indicated that the nonverbal language used in TikTok application is a weak tool for communication. It has disturbed the flow of the local cultural values among adolescents because TikTok is enabling its users to create their content which is a factor that contributes to losing their cultural values and traditional standards by sharing useless and funny content. [ABSTRACT FROM AUTHOR]

The ongoing pandemic of COVID-19 has affected all countries worldwide in all sectors, mainly in the education sector. Schools and Universities were closed. Teaching and learning were transformed from face to face environments to online platforms. In light of the latter, a pivotal query in this study was to investigate the shift of English as a foreign language (EFL) learning and teaching into Moodle online learning platform and how the delivery of online EFL courses was (un-)beneficial for students to end up the academic year. This research paper sets out to deconstruct recent calls for integrating several E-learning platforms or apps into the Algerian university. To carry out this study, we used an interview with six Algerian university teachers as a first research tool to cover all issues that arose regarding the use of MOODLE e-learning platform imposed by the Ministry of Higher Education. Another target in this paper is to uncover the main difficulties our colleagues have faced during the confinement. The second research tool we used in this survey was an online class observation followed by six questions on Moodle, the Google Meet app, and a closed Facebook group. We chose 24 MA Language and communication students from the English language department of Mostaganem University to reveal the obstacles they faced throughout the Covid- 19 Pandemic. The results showed that both teachers and students are ready to access various online platforms or apps as alternatives such as Zoom, Google Meet and Facebook closed groups to continue teaching and learning English. [ABSTRACT FROM AUTHOR]

This research work measures the impact of parents' involvement and literacy on their children's linguistic background in foreign languages at school. Parents' education, awareness and involvement are very important to help children in boosting their achievement in the classroom. In this perspective, the main issue of this survey is to examine whether parental involvement and education would raise learners' achievement in the classroom. In order to conduct this study, a questionnaire for pupils and an interview for teachers were employed. Our participants are 131 pupils from Mosalaha and 80 pupils from Mohamed Boudhiaf secondary schools and seven teachers of English in the state of Tissemsilt, Algeria. The findings reveal the absence of parents' involvement in their children's studies besides the deficiency of pupils' linguistic background in foreign languages. [ABSTRACT FROM AUTHOR]

Moving from the “Classical System” to the LMD one (Licence Master Doctorat), the Algerian University is facing several hurdles in teaching and learning English as a foreign language (EFL) which prevent it to fulfil the demands of higher education and globalization. One key element which can foster knowledge and raise the quality education is the advent of MOOCs. Massive open online courses (MOOCs), which are a set of courses that take place online and are open for every single person who seeks the best teaching quality of leading prestigious universities for free, are a new educational phenomenon that have rapidly immersed into higher education. This paper aims to investigate the potential of MOOCs at AbdelhamidIbn badis University Algeria , which can be brought to the Algerian University, as well as to scrutinize the students’ and teachers’ attitudes towards their integration- offline, in teaching and learning EFL. This research allows us to explore a new facet of learning and teaching EFL in the Algerian context. In this prospect, our main issue concerns the MOOCs’ implementation in the Algerian university. The study is conducted with 42 EFL students to get as much data as possible to validate or invalidate our main hypothesis. Accordingly, we have used a mixed method research using an experiment conducted in three stages to allow learners to self-direct their learning process. The findings show that MOOCs make students more productive and make teachers less centred. However, we recommend that teachers would promote for a good understanding of MOOCs. [ABSTRACT FROM AUTHOR]

The role of the teacher has changed to suit more the freedom given to the students 'autonomy under the LMD (Licence, Master Doctorate) system. Thus, the teacher has to accept now his/her role as a mediator, a facilitator of knowledge and learning processes. The teacher, therefore, is no more the only, exclusive omnipotent holder of knowledge. S/he is called to master not only the subject s/he teaches but also the methodological competencies that allow him/her to clearly define the objectives of the learning process as well as the referential of the competence on which the control of the learning process is based. In this respect, the present study focuses on what teachers have to do in their classrooms when teaching under a learner-centered approach or orientation. This paper attempts to work on the modern relationship between the teacher and the learner in the classroom under observational experiences using ICT (Information and Communications Technology) as a motivating tool. [ABSTRACT FROM AUTHOR]