Doctorat en Anglais

Permanent URI for this collectionhttps://dspace.univ-tlemcen.dz/handle/112/88

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The Use of E-portfolio Assessment to Develop EFL Students Essay Writing Performance: The Case of 3rd Year Licence at the University of Sidi Bel Abbes
(University of Tlemcen, 2026-05-24) HAIRECHE Nour El Houda
This study investigates the use of electronic portfolios as an alternative formative assessment tool in EFL writing instruction, in response to the increasing role of technology in education and the limitations of traditional assessment methods. Conducted at the English Department of Sidi Bel Abbès University, the research aimed to explore both teachers’ and students’ attitudes toward e-portfolios and to evaluate their effectiveness in developing writing skills. Adopting a mixed-methods approach that combined a case study with an experimental design. First, a preliminary case study was conducted to examine the existing teaching and learning conditions of writing in order to identify learners’ challenges and deficiencies toward writing. Second, the experimental phase involved two groups of third-year EFL students: an experimental group assessed through e-portfolios and a control group evaluated using traditional assessment methods. Teacher and peer feedback were systematically integrated, and data were collected through post-tests and questionnaire. The findings revealed that students assessed through e-portfolios significantly outperformed those evaluated traditionally. While teachers acknowledged the motivational and pedagogical value of e-portfolios, they tended to regard them as supplementary rather than integral components of summative assessment. Students, however, demonstrated more positive attitudes, higher engagement, and increased responsibility for their learning. Overall, the results highlight the importance of emphasizing formative, continuous assessment to enhance learner involvement and improve writing skills in EFL context.
Human Rights and the U.S. Anti-Terrorism Measures From George W.Buch to Barack Obama
(University of Tlemcen, 2026-05-24) BOUCHAREB Fatima
This study explores how the Bush and Obama administrations shaped the U.S. counter terrorism aftermath of the 9/11 attacks, implementing measures such as arbitrary detention, torture, and drone strikes in the name of national security. Through a comparative historical approach, this work reveals significant human rights violations under both administrations and critically examines the effectiveness of President Obama’s reforms. Despite the American administration’s strong rhetoric on human rights, its actions often undermine civil liberties and global stability, revealing the persistent tension between national security and fundamental freedoms
Implementing Self- and Peer Assessment to Promote Learner Autonomy in EFL Classrooms: Case of Master’s Students at the University of Tlemcen
(University of Tlemcen, 2026-05-24) Boukhelkhal Oussama
The present doctoral research aspires to promote learner autonomy among university students, in the process of drafting their research proposals, through the implementation of formative self- and peer assessment procedures, namely criteria-referenced rubrics. Thirty Algerian first-year Master’s students majoring in Applied Linguistics at the English section of the Department of Foreign Languages, University of Medea, took part in the study. To this end, an action research design was adopted using four research instruments: learner autonomy scale, students’ questionnaires, focus groups, and document analysis of students’ rubrics. The main findings obtained from the analysis revealed that self- and peer assessment, if co-constructed and managed properly, could cultivate different degrees of learner autonomy, particularly in social, cognitive, metacognitive, and affective dimensions. In addition, students claimed that they have benefited from autonomous learning through their involvement in assessment and perceived it as a transferable skill that backs up lifelong learning
Improving ESP Teacher Professional Development for Online Pedagogy in Algerian Higher Education
(University of Tlemcen, 2026-05-06) MENACEUR Salim
This doctoral research investigates how the professional development of English for Specific Purposes (ESP) teachers can be improved for online pedagogy in Algerian higher education. The study is grounded in the recognition that the shift to online teaching, especially after the COVID-19 pandemic, exposed important gaps in ESP teachers’ preparedness to teach effectively in digital environments. Adopting a mixed-methods action research design, the study was conducted with eight ESP teachers and unfolded through three main phases: a needs analysis phase, a training phase, and a post-training evaluation phase. Four research instruments were used: a needs analysis questionnaire, observation grids, the online training intervention, and a post-training feedback questionnaire. The findings reveal that the intervention contributed to improving teachers’ digital competence, lesson organization, online interaction practices, and student engagement strategies. The study also shows that effective professional development for online ESP teaching requires more than technical training; it must integrate pedagogical support, reflective practice, and sustained collaboration among teachers. On this basis, the thesis advocates the integration of the TPACK model, the promotion of communities of practice, and the establishment of continuous institutional support systems. The study contributes both to ongoing educational reform in Algeria and to the broader discussion of ESP teacher development in digitally mediated contexts.
Use of Mobile Assisted Language Learning in an ESP Context to Improve Learning: The Case of Third-Year Finance Students at the University of Tlemcen
(University of Tlemcen, 2026-04-26) BELKHIR-ZAIGOUCHE Asma
The study is an attempt to investigate the use of using Mobile-assisted Language Learning (MALL) in developing grammar, vocabularyand sentence structuretothird-year business students of English at Abou Bakr Belkaid University, department of Finance and accountancy. Hence, it has been hypothesized that students who use mobile devices will show better performance in grammar, vocabulary and sentence structure than their peers who do not use them in their learning. To achieve the study aims, a Mixed- methods Approach was adopted, which is an mixture of quantitative and qualitative research methods. In effect, this research was conducted throughout three phases: The pre experimental phase, the experimental phase, and post-experimental phase. In the pre- experimental phase, the researcher collected initial data to build a ground for the experiment using a pretest designed and administered to students in order to scrutinize the students’ readiness and attitudes for using their own mobile devices. During the experimental phase, we adopted a quasi-experimental approach with two groups (experimental and control), and pre/post-test design in order to confirm or disconfirm the aforementioned hypothesis. The experimental group consisted of thirty two (32) studentsandthe control one covered thirty two (32) students. The researcher useda semi-structured interview to learn about their outlooks as to the use of mobile devices by their students in the hope to improve grammar, vocabulary and sentence structure. The gathered data revealed that students are ready to utilize and improve their skills through the use of their mobile devices. More importantly, the results uncovered that there is a statistically significant difference between both groups in favour of the experimental group, in the three stated language competences owing to the implementation of MALL. Teachers also showed acceptance and readiness to use students portable devices to improve those based skills. The results are satisfactory not only in enhancing those three skills, but also in proving that these devices are important to serve educational needs. Based on these findings, a series of recommendations that may benefit students and teachers were proposed.
Developing Academic Writing Skills in ESP: Case of Doctoral Students of Mechanical Engineering at the University of Ain Temouchent
(University of Tlemcen, 2026-04-20) BELMOKHTAR Khadidja
This dissertation examines the academic writing difficulties experienced by ESP doctoral students at the Department of Mechanical Engineering, Belhadj Bouchaib University, Ain Temouchent. It aims to identify the nature of these difficulties and to improve the students’ academic writing performance. The study involves a review of related literature, situation analysis and research methodology, needs analysis, task-based academic writing course experimentation, and general recommendations. An experimental case study was conducted using questionnaires, interviews, and writing tests. The results revealed that students’ difficulties were both linguistic and strategic. The implementation of a task-based academic writing course proved effective. Overall, task-based instruction helped reduce writing difficulties and enhanced doctoral students’ academic writing skills.
Exploring EFL Teachers’ Strategy-based Instruction in Writing: The case of First-year Students at Naama University
(University of Tlemcen, 2026-04-20) BELAID Bekhta
This doctoral thesis explores the instructional methods used by EFL writing instructors who teach first-year university students at NaamaUniversity, Algeria. The research adopts an exploratory case study approach within a convergent mixed-methods design to thoroughly examine teaching practices and provide a comprehensive analysis of the educational setting. Data collection involved a variety of tools: a questionnaire directed at teachers of other modular courses, learners' questionnaire, semi-structured interviews with writing instructors, and classroom observations, along with document analysis specifically conducted with writing teachers due to their essential role in planning and implementing writing instruction. The results highlight a significant disparity between the beliefs expressed by teachers and their actual classroom practices, which are largely teacher centered and focused on sentence-level instruction, lacking a systematic application of effective teaching strategies. This research offers important insights and practical recommendations aimed at improving teacher training and fostering better collaboration among instructors of different modules within the English department, ultimately enhancing the quality of writing instruction in higher education contexts
Cognitive Skills Exercises in Preliminary Interpreter Training
(University of Tlemcen, 2026-04-05) TOUIL Imane
This study investigates the impact of cognitive skill training on interpreter performance, focusing on active listening, working memory, and public speaking. Grounded in cognitive theories of interpreting, the research adopts a process-oriented approach to interpreter training. A quasi-experimental design was implemented at the Translation Institute of Oran, where a 7-week training module integrated targeted exercises to enhance cognitive skills. Pre-test and post-test assessments using consecutive interpreting tasks measured participants' performance, evaluated through a tailored assessment rubric. Statistical analyses revealed significant improvements, supported by qualitative feedback from a post-experiment questionnaire. Findings suggest that cognitive training enhances interpreters' retention, reformulation accuracy, and delivery fluency. The study underscores the pedagogical value of integrating cognitive skill-building exercises in interpreter education while acknowledging limitations related to sample size and participant variability.
Impact of Teachers’ Discursive Practices on English for Medical Purposes Learning Comprehension: Case of 2nd Year Pharmacy Students at Sétif 1 University
(2026-02-01) Rania BELHOUL
This study investigates the use of code-switching between English and French as a discursive practice in teaching English for Medical Purposes (EMP) in Algeria. Focusing on teachers and pharmacy students from Sétif -1- University, it examines how code-switching facilitates the understanding of medical content, enhances the vocabulary comprehension of learners and supports the classroom interaction. Through a mixed-methods approach, the research reveals that instructors employ code-switching for both pedagogical (e.g., clarifying complex medical terms) and non-pedagogical (e.g., encouraging social interaction) purposes. Meanwhile, students resort to code-switching to overcome the challenges of learning English via a monolingual approach. Overall, the findings indicate positive attitudes toward integrating code switching in EMP teaching and learning. The study also highlights its benefits and offers recommendations for more effective instructional practices.
Sociopragmatic Competence Acquisition for Overcoming Pragmatic Failure: The Case of EFL Learners at Tlemcen University
(University of Tlemcen, 2026-01-19) Boudefla Imane
This research examines the importance of integrating pragmatic knowledge for EFL learners at Tlemcen University, who struggle to develop practical English competence afar from native speaking environments. It explores various forms of pragmalinguistic and sociopragmatic failures, highlighting factors affecting teaching and learning processes in sociopragmatic competence. A major focus is on the acquisition and application of politeness formulas in different speech acts, alongside the assessment of conversational implicatures and their effectiveness in language learning. The study employs a quasi-experimental design and mixed-methods approach for data collection and analysis to figure out teachers’ attitudes towards the implementation of this force as well as to reveal the effective practices, tasks and materials that help improving one’s pragmatic knowledge. The study resulted in revealing teachers’ positive attitudes towards pragmatic competence integrating in EFL classes. As such, it figured out that learners face issues with sociopragmatic competence the most. Finally, the study came up with the notion that the immersion of EFL learners in natural native speech is the best way to enhance this competence
Pragmatism in American Political Discourse and its Social Perception
(University of Tlemcen, 2026-01-19) Adnane YOUSFI
Initially, political discourse is supposedly used to address the public about current situations and issues and the solutions for these issues. However, it has become a tool to persuade and convince the public using different strategies. This study aims at exploring pragmatism usage in American political discourse and its social perception, with a special focus on President Donald Trump. To achieve that, the history of pragmatism and its concepts must be discussed. Donald Trump is currently considered the most controversial president not only in the United States but also globally. His discourses, often described as unconventional and untraditional, are widely studied by academics. However, very little research has been conducted concerning Trump’s use of pragmatism and its impact on the American society. This study uses a deductive latent thematic analysis to explore Donald Trump’s pragmatism usage in his discourses. Both written and spoken discourses were selected randomly and put to analysis. Thus, this research follows a qualitative approach for Trump’s discourse analysis. As for the social perception side, data from different media outlets highlighting the social perception of the selected discourses are extracted and interpreted. The findings suggest that Donald Trump’s discourses often include appeals to pragmatism. Through the analysis, patterns of using concepts of pragmatism by Donald Trump are identified. In terms of the social perception of Trump’s discourses, segments of the American society who are Republicans approve of Trump’s discourses, and those who identify as Democrats strongly disapprove. The study concludesthat Trump indeed appealsto pragmatism in hisspeeches, which seems to cause both political and social polarization in the United States. However, the objectivity of the social perception is still unclear and somewhat inaccurate. Therefore, more research with more participants involved can be conducted to unveil the true reasons of approving or disapproving discourses
An Evaluation of the Disciplinary Overlap in Literature and Civilisation Courses to Enhance Learning: The Case of EFL Master Students at the University of Tlemcen
(University of Tlemcen, 2026-01-19) HASSAINE BENSENAN Yasmina
The thesis explores the integration of literature and civilisation in the EFL Master's program at Abou Bekr Belkaid University of Tlemcen, arguing that interdisciplinarity in EFL education enhances linguistic competence, critical thinking and cultural awareness. The study analyses the challenges facing students and investigates the overlap of curricular components and emerging needs. The findings show barriers such as methodological divergence and limited curricular coherence. However, the integration of literature and civilisation highlights pedagogical benefits that promote student engagement and intercultural coexistence. The thesis recommends increasing curricular coherence, using flexible assessment tools, and encouraging collaborative workshops to create an inclusive learning environment that promotes students' cultural and social competencies
Linguistic nehaviour of arabic language Teachers in Tlemcen Middle School Classroom Interaction : - Reasons and Attitudes-
(University of Tlemcen, 2025-12-14) BAGUI Hayet
This research work raises a thorny issue related to language in education policy in Algeria. It endeavours at unveiling linguistic behaviour of Middle school teachers within an Arabic session where MSA must be used as the solely medium of instruction. It attempts to explore the reasons that stand behind Arabic language teachers’ switch towards a middle variety or AA. It takes Tlemcen middle school teachers as a case study. By means of a number of research tools, this sociolinguistic inquiry has hypothesized that three forms of Arabic appeared in actual classroom situations. Code unawareness, the topic discussed, the enhancement of pupils’ assimilation task, as well as the attitudes are the determinant factors of teachers’ switch.
Development of Written Specific Discourse through Content-Based Syllabus: Case of Master 1 Computer Science Students at the University of TLEMCEN
(University of Tlemcen, 2025-12-14) KOURICHI Meryem
The aim of this investigation project is to highlight the English language needs of Master 1 Computer Science students at Tlemcen University, mainly their specific writing skill. Needs analysis showed that indeed specific written discourse takes the lead in educational and employment situations. As a result, learners are required to foster their linguistic competence, specific vocabulary understanding, and other language skills. To meet this purpose, a content-based syllabus was developed and implemented by virtue of action research. Thus, a wide range of communicative tasks, interactive exercises, language functions, and teaching techniques were incorporated within the syllabus content and teaching practices to satisfy the students’ demands. The findings dissect the positive impact of the designed syllabus on students overall language proficiency and particularly the written specific communication.
Social Darwinism in the Era of Globalization through The Hunger Games and Gattaca: A Cultural Perspective
(University of Tlemcen, 2025-12-11) BELMIMOUN Nesrine
This research explores the concept of Social Darwinism in the era of globalization, examining its cultural and cinematic portrayals in The Hunger Games (2012) and Gattaca (1997). Social Darwinism, based on the notion of “survival-of-the-fittest,” has historically influenced social, political, and economic structures. Furthermore, globalization has further fuelled competition, reinforcing hierarchies rooted in genetics, wealth and social status. Moreover, this study provides a historical and theoretical overview of Social Darwinism and globalization, examining their intersections and impacts on modern society. The study then investigates the depictions of Social Darwinism in The Hunger Games and Gattaca, highlighting issues of genetic determinism, systemic inequality, and the struggle for survival within dystopian contexts. This thesis ultimately examines the significant influence on culture and ethical ramifications of these films, emphasizing their reflection of real-world issues like social stratification, bioethics, and the ethics of genetic engineering. Thus, by analysing these cinematic narratives, this research elucidates the persistent relevance of Social Darwinism in the 21st century. It suggests that whereas globalization has generated opportunities, it has simultaneously reinforced survival-based competition, reflecting the themes explored in The Hunger Games and Gattaca. This thesis essentially adds to the discourse on how popular culture mirrors and criticises modern societal structures.
A cross-generational study of sociolinguistic behaviour among algerian immigrants in france
(University of Tlemcen, 2025-12-09) MERZOUK Ikram
This investigation is concerned with the community of Algerian immigrants in France and the maintenance or shift and transmission of their language of origin. Through the use of different methods and tools for data collection and analysis, the research provided insightful results regarding the linguistic practices of these individuals at both the intergenerational and the intragenerational level. It was revealed that the three generations of immigrants code-switch differently, the first generation being AA dominant and the second and third being French dominant. In addition, heritage language shift starts at the level of second-generation immigrants with the manifestation of attrition signs at the phonetic, lexical and syntactic levels. Finally, although the maintenance and transmission of the heritage language depends on a combination of factors, age of immigration, age of first exposure to AA and frequency of its use proved to be particularly influencing
Contextualizing Arab Women’s Narratives in Postcolonial Literary Canons: Reading Aboulela’s Minaret and Soueif’s In the Eye of the Sun
(University of Tlemcen, 2025-12-07) Hesna KERSANI
Representation of Arab/Muslim women identities in postcolonial Anglophone fiction is a thriving field of study. With the aim of contributing to this area of research, this dissertation examines the literary strategies of two prominent Arab British women writers, Ahdaf Soueif and Leila Aboulela, in negotiating postcolonial identity, cultural translation, and resistance to Orientalist representations. Grounded in postcolonial theory and translation studies, the current research conducts a comparative analysis of Soueif’s In the Eye of the Sun (1992) alongside Aboulela’s Minaret (2005). The study attempts to examine how Soueif’s hybrid linguistic techniques and politically engaged texts reflect woman’s postcolonial Egyptian identity, while Aboulela’s religious-based narratives assert Muslim women’s agency within Western secular context Methodologically, the study combines close translational, linguistic, and comparative interdisciplinary approach to explore how the writers’ narratives challenge both Western Orientalism and local cultural expectations. By moving beyond canonical East/West binaries and simplistic modes of hybridity, the writers’ stance of cultural translation contribute to more nuanced postcolonial subjectivities within the context of Arab British literature.
A Sociolinguistic Investigation of Arabic Diglossia and Codeswitching in the Media and Social Networks
(University of Tlemcen, 2025-12-07) SOUFI Benyoub
The proliferation of social networking sites in Algeria has provided an unprecedented opportunity to investigate linguistic practices within computer-mediated communication. This research aims to explore and analyse language usage and sociolinguistic practices among Algerian web users on social media, with a focus on linguistic varieties within the Algerian landscape. Attitudes assessment and corpora analysis, alongside language frequency distribution and discourse analysis, were employed to scrutinize the collected data. The findings reveal that Algerians continue to hold Modern Standard Arabic in high esteem, perceiving it as a prestigious variety, while often attaching a stigma to the use of Algerian dialect. Additionally, sociohistorical factors influence attitudes toward varieties such as French. The majority of the content under study aligns with one linguistic variety, with instances of diglossia and codeswitching representing the subtle interplay of linguistic practices in the digital space. These insights contribute to the broader academic discourse on language attitudes and practices in digital spaces, informing educational strategies, language policies, and societal understanding.
The Effectiveness of Literature Circles in Increasing Students’ Motivation and Appreciation toward the Novel: The Case of Third Year Students of English at The University of Tiaret
(University of Tlemcen, 2025-02-27) Toubeida, Moustafa
The present study examined the influence of Literature circles, an innovative teaching strategy, on tertiary students' motivation and appreciation toward reading the novels. The study included 170 third-year English BMD students at Ibn Khaldoun University in Tiaret, they are randomly selected and separated into experimental (85) and control groups (85). Preand post-questionnaire, treatment, and observation were utilized to collect data. Data analysis indicated that there is a strong statistically meaningful relation between the pre-and posttreatment with regard to the implemented teaching strategy and improvement in the level of motivation and appreciation. The research also showed that the experimental group had more positive statistical significance than the controls group which proved the effectiveness of literature circles strategy. On the light of these findings, some directions for future research and recommendations are directed to instructors, students, and researcher’s foe future research.
The Impact of Web-based Education on Students’ Affective Filter to Enhance ESP Learning: The Case of Third Year Fundamental Chemistry Students at Djillali Liabes University of Sidi-Bel-Abbes
(University of Tlemcen, 2025-02-03) Mouffok, Khadidja
The rapid expansion of online teaching and learning in the globe due to the Covid-19 drove this research to investigate the impact of web-based education on third year chemistry students’ affective filter at Djillali Liabes University of Sidi Bel Abbes. The work targeted revealing which classroom supported the students’ low affective filter. Thus, qualitative and quantitative data were gathered and analysed to determine the environment that promoted the students’ higher motivation and self-confidence joined with low levels of anxiety. Hence, both findings denoted that the e-classroom boosted the students’ comprehensible input due to the six strategies used as virtual implications for the ESP students’ low affective filter.

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