Master en Anglais

Permanent URI for this collectionhttps://dspace.univ-tlemcen.dz/handle/112/85

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Gameplay Meets Narrative Innovation in Don’t Nod’s Life is Strange (2015)
(University of Tlemcen, 2026-03-16) TABTI Samia Meroua
Storytelling has continuously evolved over the past years with the emergence of interactive narrative-driven video games. In contrast to traditional literature, video games integrate innovative concepts that give the player a full experience inside the game, where he becomes an active participant in the story. This genre of video games emphasizes structures such as non-linear chronology and episodic layouts, where players can radically influence the story and engage in moral dilemmas. This research examines the narrative structures in the innovation of storytelling in video games, particularly through temporality and morality. The study focuses on the 2015 game Life is Strange, a five-episode video game created by Don’t Nod Entertainment, a French video game developer and publisher company. This study employs a mix of approaches consisting of the theoretical approach, the philosophical approach, and the player-centered approach to gain a thorough grasp of the subject matter
Aspects of Orientalism in Disney’s Aladdin Movie (2019)
(University of Tlemcen, 2026-03-16) MESSAOUDI Maha
This research shows the new 2019 version of Disney’s Aladdin movie through a postcolonial lens that highlights the persistence in portraying the East through Orientalist stereotypes. Regardless of the efforts to represent Middle Eastern voices more respectfully, the film still depicts the Orient as exotic, backward, and uncivilized. It also focuses on how such portrayals, rooted in colonial discourse since the Elizabethan era, continue to shape Western views until the 21st century. Drawing on One Thousand and One Nights and cultural film theory, the study shows how Orientalism endures in modern media.
Endless Waiting: An Analysis of the Element of Time in Samuel Beckett’s Play “Waiting for Godot”
(University of Tlemcen, 2026-03-16) Bernaoui Mohammed El Amine; Benchohra Mohammed Rafik
“Waiting for Godot”, the most well-known and successful play of the “Theatre of the Absurd”, is widely acknowledged as a landmark in the latter. However, its significance extends far beyond that. Written and first performed in the early 1950s, Waiting for Godot predates the formal emergence of postmodernism, yet it remarkably anticipates many of its defining characteristics. Time is one of the crucial themes in Waiting for Godot. Through varied manifestations of repetition, the play explores the problem of time in the larger frame of Postmodernism, the timeless wait for meaning and Godot which never comes is the most exciting part of the play and one of research findings. Beckett’s presentation of the characters' daily routine and their attempt to seek clarity reveals that time and absurdity go hand in hand in reflecting the vulnerability of human existence in the crucible of an unforgiving temporal existence.
World building in george r.r martin’s a song of ice and fire
(University of Tlemcen, 2026-03-16)
This study aims to explore the narrative structure, thematic symbolism, and the world building used by George R.R Martin and how these elements contribute to his critique of the traditional fantasy trope. To achieve this objective, the research adopts a qualitative analytical method, closely examining Martin’s portrayal of political systems, social hierarchies, cultural diversity, and moral ambiguity. Through this approach, the study highlights how Martin deviates from the conventions established by earlier fantasy authors, such as J.R.R. Tolkien, by presenting a grittier, more realistic vision of power and heroism. Then, it will provide a description of the world building used in the books and how Martin influenced others to use the same methods as him when it comes to writing fantasy novels.
Youth’s attitudes towards english use in daily speech: case study of tlemcen university students
(University of Tlemcen, 2026-03-16) Nor El Houda Belkacem
Within globalisation, English has emerged as an international language dominating many fields. Thus, Attitudes towards English have been gaining much scholarly attention in sociolinguistic research. The present study aims at revealing Algerian youth’s attitudes towards English use in daily speech and unveiling the factors influencing these attitudes. Using an exploratory case study alongside a questionnaire and semi-structured interviews, the data collected were analysed qualitatively and quantitatively. The findings revealed that the youth hold positive attitudes towards English use. Notably, exposure to English language content in the media appears to play a significant role in shaping these attitudes.
The Impact of Shakespearean Literature on Freud's Psychoanalytic Conceptualisations
(University of Tlemcen, 2026-03-16) MEGHACHOU Ines
This dissertation aims to investigate the consequent influence of William Shakespeare’s literary compositions on Sigmund Freud’s theoretical and functional formulations. Broaching Freud’s deep-seated literary interest, the research work attempts to contextualise it within his scientific articulations. Moreover, the study undertakes an analytical approach which contrasts and compares Shakespeare’s rhetorical techniques, implied in his drama and poetry, to Freud’s later scientific research trajectory. Following this pattern, the research is divided into two chapters and starts by addressing the constitutive elements of both literature and psychology within their specific scholarly territory. The second chapter proposes a more focused perspective which aims to establish the connection between the two major figures of both disciplines. Bearing in mind Shakespeare’s ingenuous manipulation of literature to illustrate his nuanced understanding of the human nature, the findings showcase a profound impact of literature on the psychoanalyst’s theoretical conclusions and methodological applications, as the writer’s literary interpretations and the devices used to reveal it constitute the structural foundation of Freud’s psychoanalytic deconstruction. Beyond the specific research initiatives, the significance of this study lies in its attempt to lessen the gap between science and literature.
The Decline of Morality in The Western World From Pre-Enlightenment to Post-Truth Implications
(University of Tlemcen, 2026-03-15) MESKINE Amina
In light of moral uncertainties, this paper studies the transformation of Western morality and its social implications from perpetual certitude to post-truth ramifications. By tracing the philosophical moral thought, morality was once grounded in religious teachings. However, with the Enlightenment skepticism and rejection of religion, moral understandings were driven by individual rationalism. The moral decline occurred as a result of dismissing moral universality in favor of man, leading to moral autonomy, relativism, and pluralism. This decline is reflected in the social cultural and legal changes. While individualism has affected social bounds and asserts isolation; consumerism and technology has enforced materialistic values, loss of meaning, and uncertainties. Therefore. This work proposes a reorientation toward religious morality, asserting moral cohesion and social stability both rooted in the certainty and clarity of morality
The Impact of Cholera and Covid 19 From 19th Century to 21st Century: A Comparative Historical Study
(University of Tlemcen, 2026-03-15) ACHAB Hafsa
This dissertation presents a comparative historical study of the cholera epidemics of the 19th century and the COVID-19 pandemic of the 21st century, with a particular focus on Europe and the Western world. Despite occurring in vastly different historical and technological contexts, both pandemics reveal striking parallels in how Western societies experience, respond to, and are transformed by public health crises. Covering the period from the early 1800s to the year 2022, the study explores how each outbreak unfolded epidemiologically and examines societal responses through public health measures, economic strategies, and political decision-making. Special attention is given to the role of the media in shaping public opinion and influencing policy. Relying on a comparative historical methodology and using both primary and secondary sources, the study analyzes these two pandemics side by side to highlight recurring patterns in how such crises disrupt labor markets, expose social vulnerabilities, and drive institutional reform. Ultimately, it traces the evolution of global health governance and sheds light on the enduring challenges of managing public trust, inequality, and crisis communication across time.
Intersectionality and Psychological Turmoil in Invisible Man (1952) by Ralph Ellison
(University of Tlemcen, 2026-03-15) GHITRI Meriem
The African American experience is identified by its history of racism that has triggered ongoing conflicts of identity. Numerous African American writers like Ralph Ellison, engaged with the issues of identity. Ellison’s Invisible Man (1952) stands as a symbolic novel for these traumas. This dissertation reviews the complex themes of identity, race and psychological struggle in Invisible Man by Ralph Ellison. This research explores essential characteristics and themes of African American literature, particularly the depiction of identity and race. It highlights the cultural and historical foundations that shape African American narratives. Its focus is directed towards the role of intersectionality and the multiple aspects of identity in Invisible Man along with their contribution to the psychological challenges faced by the protagonist. It views the way main concepts such as race, identity, discrimination and psychological turmoil shape the individual`s experiences and struggles.
Improving Students Public Speaking ability through TED talks videos: The case of Master one students at the English department in Tlemcen.
(University of Tlemcen, 2026-03-15) MEGNOUNIF Hind
Speaking is a crucial skill in language learning that enables learners to express ideas, communicate effectively, and engage in academic and real-life interactions in English language contexts. Public speaking is critical but often challenging for learners due to anxiety, lack of confidence, and limited language proficiency. This study aimed to explore the effectiveness of TED Talk videos as a pedagogical tool for improving students' public speaking skills in an EFL classroom. Built based on two research questions, it first examined the main difficulties students face when speaking in front of an audience, and then investigated how the use of authentic videos such as TED Talk affects their public speaking performance. An exploratory case study design was employed, and data were collected through a questionnaire administered to 59 Master One students and interviews conducted with two teachers of the oral expression module .The collected data were analyzed both qualitatively and quantitatively. The results highlighted that students struggled with fear of public speaking, low self-confidence, limited vocabulary, and difficulty structuring their speech. the findings revealed that TED talk videos had a positive impact on learners by enhancing their confidence, improving fluency, and increasing their motivation and engagement. Based on these findings, the study concludes that TED talk videos serve as effective and engaging materials for supporting the development of public speaking skills in EFL contexts. Several educational suggestions, and practical recommendations were made at the end of the dissertation to guide teachers in integrating TED talks into oral expression instruction, and to help students become more confident and competent speakers.
Alfred the Great and Richard the Lionheart: A Comparative Study of Leadership and Legacy
(University of Tlemcen, 2026-03-15)
The English monarchy stands as a lasting symbol of leadership, continuity, and national identity, shaped by monarchs whose reigns mark turning points in its evolution. This dissertation explores the leadership of two key medieval rulers— Alfred the Great and Richard the Lionheart—whose contrasting styles reflect different approaches to kingship during periods of war, reform, and political tension. The study aims to analyze how their leadership in military strategy, governance, and diplomacy reflects broader themes of medieval power and responsibility. It addresses the following questions: How do their leadership styles differ? How do these differences shape their historical legacies? And what can their reigns reveal about the nature of medieval kingship?, Using historical sources, leadership theories, and academic interpretations, this dissertation applies a qualitative comparative method. The research draws on frameworks such as trait theory, behavioral theory, and contingency theory to examine each king’s actions and long-term impact. The findings suggest that Alfred’s leadership is marked by reform, education, and strategic governance, while Richard’s is characterized by external military ambition and chivalric image. Both rulers respond to the cultural and political expectations of their time, shaped by religious duty, loyalty systems, and public perception. This study concludes that leadership in the medieval period is context-based, influenced by both personality and historical circumstance. Through this comparison, the dissertation highlights how individual rulers contribute to national memory and evolving concepts of kingship
The Deep Impacts and the Effectiveness of the Trenches Strategy during WWI (1914-1918)
(University of Tlemcen, 2026-03-15) Houda LEGGAT
This thesis explores the strategic efficacy and deep human implications of trench warfare in World War I, stressing its military, psychological, environmental, and cultural aspects. The primary objective is to conduct a critical analysis of the operational dynamics of trench warfare as a military strategy, to assess its short- and long-term effects on soldiers and societies, and to examine its influence on future military strategies. Employing an analytical approach that merges historical scholarship with literary and cultural criticism, this study analyzes both archive materials and trench poetry in an effort to comprehend the actual experience underlying the strategic context. The emphasis of this study is situated at the point of intersection between strategic theory and personal narrative, where military objectives encounter human misery. The research demonstrates that although trench warfare provided temporary tactical protection, it was incapable of ensuring a conclusive victory and only resulted in a protracted and brutal stalemate. This effect was not confined to military gridlock but also encompassed long-term psychological traumatization, socio-political reconfigurations, and environmental devastation. In totality, the dissertation confirms the thesis that trench warfare was an inherently flawed military strategy whose effects remolded warfare and collective memory. This study presents a more subtle reconsideration of the heritage of trench warfare and invites additional research based on comparative military studies and analysis of personal items such as letters and poetry from the trenches.
Comparative analysis of modern & traditional therapeutic approaches used to treat children who stutter, case of Tlemcen community.
(University of Tlemcen, 2026-03-15) BOUCHENAKI Aymen; BOULENOUAR Anis
This study investigates the effectiveness of different therapeutic methods used to treat childhood stuttering in Tlemcen. It compares traditional techniques, modern neuro- and psycholinguistic methods, and Qur’anic recitation. The research aims to determine the most widely used approaches, assess their efficacy, and explore the role of Qur’an recitation in enhancing speech fluency
A Bridge to the Past, a Story Meant to Last: The Cultural Legacy and Historical Ties Between Al-Andalus and Tlemcen
(University of Tlemcen, 2026-03-15) REGUIEG Feryel
This study examines the profound impact of Andalusian mi gration on Tlemcen following the fall of Granada in 1492 and the subse quent expulsion of Muslims from Spain. As a major refuge for Andalusian exiles, Tlemcen became a cultural hub where Andalusian traditions in ar chitecture, music, and language were preserved and adapted. Through an analysis of historical records, travel accounts (including French and English colonial sources), and surviving architectural landmarks such as the Sidi Bel Hassan Mosque and the Mansourah Palace. This research demonstrates how Tlemcen’s urban and artistic identity was reshaped by Andalusian influences. Additionally, the study traces the evolution of An dalusian music in Tlemcen, highlighting its fusion with local traditions to create distinct forms like Hawzi. Linguistic analysis further reveals the persistence of Andalusian Arabic in Tlemcen’s dialects and proverbs. By documenting these cultural transmissions, this thesis challenges the notion that Andalusian heritage was lost after 1492, instead showing how it flour ished in North Africa. Ultimately, this research contributes to a broader understanding of Mediterranean cultural exchange and the enduring legacy of Al-Andalus in modern-day Algeria.
“Sartreism” in Late Modern American Theatre from New Historicist Lenses: Arthur Miller’s After the Fall (1964)
(University of Tlemcen, 2026-03-15) BELMAHI Hanane
This dissertation explores how Sartreism reflects the psychological, moral, and ideological anxieties of postwar America through a new historicist reading of Arthur Miller’s After the Fall (1964). In the aftermath of World War II and amid Cold War tensions, American society experienced political paranoia, moral disorientation, and cultural fragmentation. This study examines how Miller dramatises these tensions through characters facing existential crises. Combining Sartre’s existentialism with new historicist methods, the dissertation situates the play’s dilemmas within their socio-political context, showing how Miller’s characters are shaped by historical and ideological forces. The play’s fragmented structure and its blending of memory and trauma reflect Sartre’s theatre of situations and align with new historicism’s focus on ideology and discourse. The work is divided into two chapters. Chapter one lays the theoretical foundation, outlining Sartre’s philosophy and its influence on postwar American theatre, alongside key concepts of new historicism and its application to theatre. Chapter two offers a close reading of After the Fall, analysing how its characters embody existential conflict and mirror broader societal shifts. The analysis shows that the play transcends autobiography to become a cultural text expressing the moral contradictions of its time. Through its synthesis of existentialist thought and historicist critique, this study highlights how theatre articulates the human search for meaning in an unstable world.
Integrating and Exploring Linguistic and Psychological Strategies for Teaching Hyperactive Children in the Middle School
(University of Tlemcen, 2026-03-15) BELABBAS Hanifa; BAHBAH Maliha
This study explores how linguistic and psychological strategies can improve teaching outcomes for hyperactive pupils in Algerian middle schools. It investigates causes and effects of hyperactivity, focusing on ADHD-related behavior and its impact on learning and classroom interaction. Through questionnaires, interviews, and classroom observations, the study identifies key educational challenges and effective interventions. Results show that integrating structured routines, visual aids, and emotionally supportive teaching fosters better academic and social engagement. The findings contribute practical, inclusive strategies for educators and policymakers in managing hyperactive learners.
Exploring Pedagogical Challenges in English Language Classrooms for Deaf Pupils: A Case Study in the Tlemcen Region primary schools and associations
(University of Tlemcen, 2026-03-15) BELGHITRI Nourhane
This study investigates some of the challenges and issues in teaching English to deaf pupils in Tlemcen Region’s Primary Schools and Associations, with a specific focus on pedagogical, institutional, and learner-related factors. In a system where inclusive practices are still developing, it becomes essential to recognize the specific linguistic and cognitive needs of learners with hearing impairments. Helping deaf pupils goes beyond classroom instruction it reflects a broader commitment to educational equity, social integration, and the human right to access knowledge. By identifying the obstacles that hinder English language acquisition for this group, the present study seeks not only to highlight gaps but also to contribute meaningful insights toward building more inclusive and responsive pedagogical environments. Therfore, this research emphasizes the importance of supporting deaf pupils within the Algerian educational context. Using a qualitative descriptive approach, data were gathered through semi-structured interviews with 15 English language teachers and 10 classroom observations conducted in the Tlemcen region. The analysis, guided by thematic coding, revealed several recurrent issues including inadequate teacher training, lack of institutional support, insufficient visual teaching resources, and communication barriers stemming from inconsistent use of sign language and pupils' weak first language foundations. Despite these challenges, teachers demonstrated strong adaptability, often relying on multimodal strategies and self-developed materials to engage learners. This research contributes to the limited body of literature on deaf education in Algeria and offers actionable recommendations for curriculum reform, teacher training, and policy improvement to enhance English language learning outcomes for deaf pupils. This dissertation aims to investigate some of the challenges faced by English language teachers working with deaf pupils in Algerian inclusive schools. The study uses a triangulated methodology that combines semi structured interviews with teachers and classroom observations. Interviews provide insight into teachers’ experiences, beliefs, and instructional approaches, while observations offer an authentic view of how English is actually taught and received in real-time learning environments. Together, these tools offer a comprehensive picture of the gaps, difficulties, and promising practices in deaf education within EFL classrooms
The Interplay of Music and Fashion in Shaping Personal Identity and Self-Expression
(University of Tlemcen, 2026-03-15) Oliseh Victor Emmanuel
This project deals with the intricate relationship between music and fashion as powerful forms of self-expression and identity formation. Music and fashion, often considered complementary cultural forces, have evolved together, shaping and reflecting personal and collective identities. This research examines how individuals use music and fashion to express their personalities, values, and emotions, drawing from diverse cultural influences. Through a combination of literature review, case studies, and interviews, the project delves into the historical and contemporary connections between music genres and fashion trends, highlighting key moments where they intersect. It also investigates the role of media, celebrity culture, and social platforms in amplifying the impact of these elements on self-expression. The findings suggest that music and fashion are not only tools of personal style but also serve as vehicles for social communication, influencing how people perceive themselves and are perceived by others
Attitudes towards english as a medium of instruction in algerian higher education: a case study of the department of medicine at tlemcen university
(University of Tlemcen, 2026-03-15)
This research explores the attitudes and readiness of medical students and teachers at the University of Tlemcen regarding the implantation of English as a Medium of Instruction. In light of recent national reforms, findings in general indicate a fairly positive attitude towards EMI. However, concerns prevail, mainly on language proficiency and the level of institutional support available. These results highlight an explicit demand for careful planning and adequate preparation for a successful implementation of EMI in Algerian medical education.
The Students’ Reliance on Remedial Classes and its Impact on their Academic Achievement The Case of the Second Year Students at Medjaoui Hebri Secondary School Remchi-Tlemcen.
(University of Tlemcen, 2026-03-15) SOUR Kaouter; HACHEMI Ghizlane
The increasing reliance of students on remedial classes had provoked considerable discussion about their effectiveness in improving academic performance. This research examine the role of remedial education in supporting learners who face challenges in traditional classroom environments, focusing on its foundational pedagogical principles, psychological factors, and measurable outcomes. The study begun by defining key concepts related to education, teaching, and learning, while also examining essential teaching strategies, including teacher-centered, learner centered, content-focused, and interactive methods. Additionally, it explored significant learning theories such as behaviorism, cognitivism, and constructivism. An essential aspect of this research is the evaluation of the psychological and social elements that influence student experiences in remedial settings, including anxiety, motivation, self-esteem, the dynamics between teachers and students, and the role of parental involvement. By contrasting traditional classrooms with remedial ones, the study emphasized variations in structure, teaching methods, and educational results. The research examined the positive and negative impact of remedial classes, analyzing whether these interventions truly enhance academic achievement or inadvertently encourage these classes. A questionnaire was administered to second year students of secondary school foreign language classes. A structured interview was conducted to the teachers, a pre-test and post-test were given. The researcher administered the exam in the first and the second semesters to figure out the improvement of the students. The triangulation of results showed that most students rely on remedial classes. Ultimately, remedial classes provide a sustainable solution for enhancing academic performance or if other methods should be explored to more effectively assist at-risk students.

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