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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.

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 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 Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students' learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom's taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: 'To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom's taxonomy?' This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom's taxonomy. This study is significant as it helps tests' designers to design practical EFL exams that develop students' thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students' higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

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.

The relationship between teaching and assessment seems to be direct since they both complete each other. This current paper is an attempt to provide a systematic description of instruction and evaluation in the Algerian educational context within the License-Master-Doctorate reform (LMD reform). The present study has significant benefits in terms of researching the adequacy of applying new approaches in the classroom--as a new envision--for assessing the learners' competences. Using a multiplicity of modes enables the teacher to evaluate his learners' capabilities elaborately and consequently fulfill their needs. This paper is an attempt to answer the question, how can EFL teachers assess their learners' competences with the implementation of new approaches that foster their communication skills. First, it tackles the status of English in the globalization era and the effect of this latter on evaluation. Second, it sheds light on the LMD reform with its main changes that affects teaching and testing, finishing up with speaking about English Language Teaching (ELT) in Algeria and, more precisely in Biskra, to provide data about the implemented methodology of measurement. In the present study, we employed classroom action research to assess the learners' communicative competence using a range of multimodal speaking tasks (videos, games, songs, role- plays, oral presentations, and discussion tasks). We opt for the use of both quantitative and qualitative methods for two chief reasons; first, to investigate the effectiveness of using the multimodality approach while assessing learners' competences and performances, second to explore the area under study. The findings revealed that EFL Teachers might evaluate their learners' abilities using a multiplicity of modes (visual such as videos, auditory such as songs, kinesthetic such as roleplays). Consequently, teachers are highly recommended to use innovative approaches to assess their learners' competences.

Recent studies on language acquisition and motivation have targeted Japanese language learners in a formal educational context, with less attention paid to learners who study Japanese informally. The current study aims to investigate the impact of Japanese animations in the context of informal third language acquisition. It targets the native speakers of Arabic who are interested in learning Japanese as a third language (L3), and investigates the motivations of Arab teenagers and young adults to learn Japanese. Further, the paper also focuses on examining aspects of Japanese language proficiency among teenagers and young adults, including vocabulary enhancement and grammar competence. The methodology used in the current study is twofold: an online survey questionnaire adopted from Armour and Iida (2016), followed by an engaging experiment in which participants were divided into two groups (reality anime group vs. action anime group) in order to examine the effectiveness of anime selection in boosting proficiency level. The findings of the online survey indicate that Arabic native speakers are highly motivated to learn Japanese, while the experiment results confirm that the type of anime and consistency of exposure do support the acquisition process. Further, the study concluded that consumption of anime series contributes to the learning process and facilitates learners' proficiency in general and vocabulary learning in particular. However, it remains unknown whether or not Arabic native speakers' motivations lead to their enrollment into formal Japanese foreign language education. Avenues for future research and implications are also presented toward the end of the paper.

The present paper reports on a small investigation that took place in the author's teaching environment to highlight her students' academic lecture comprehension needs related to the new subject matter of English for Specific Purposes (ESP). The aim of this research endeavour was to ponder over students' perspective of the difficulties emerging from, and strategies needed for lecture comprehension, in a way to improve the author's lecturing practice and ensure better academic achievement in the ESP subject. To this end, 26 Algerian post-graduate students in Didactics of English submitted written feedback about the ESP-subject lectures (including their difficulties and learning strategies). Additionally, the author's lecturing strategies and perspective of learners' academic lacks helped complete such learning/teaching situation. The findings revealed that students' difficulties in ESP lecture comprehension were due to the complex skills required of them while listening to the lectures besides their unfamiliarity with the new ESP topics and terminology. To grasp better, student participants demanded more emphasis on some lecturing strategies (such as, pre-lecturing revision/reminder, while-lecturing explanation/repetition, and final recapitulation/comprehension check) while projecting a preference for particular visual supplements to oral lecturing (i.e., the whiteboard, handouts, additional reading materials). Because student participants showed little inclination towards note-taking from the lecturer's speech and PowerPoint slides, the paper concluded with suggestions for pedagogical treatment to such difficult-to-attain academic lecture comprehension/listening strategies.

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.

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.

The present research paper is a plea for a reform policy of English Language Education in Algerian secondary-school education. It attempts to redraw the boundaries of English as a Foreign Language (EFL) from a teaching-testing perspective based on two fundamental questions: the 'what-to-teach' and the 'what-to-test', which represent the rationale of Algerian EFL classrooms. It also expands into a discussion of the discrepancies existing between stated objectives and classroom practice. This deviation from the prescribed syllabus is dictated by the Baccalaureate exam, a standardized test "par excellence" and the 'entry visa' to university. The study was carried out with a sample population composed of twenty-eight male and female students from the English Department of the University of Tlemcen, Algeria during the first term of the academic year 2018-2019. The data collected tools employed in this pilot experimental study, a pre-unit test (a pretest), remedial activities, and a post-test, were conducted on the sample at the end of the experiment. The research paper culminates with a formulation of initial pedagogical steps that are likely to develop students' communicative abilities within an exam-centric education system characterized by a grammar-focused and vocabulary-building test-oriented teaching. Hence, to negotiate a balanced approach that would accommodate both effective teaching and efficient testing.

This paper seeks to recommend a democratic model to curriculum development in Algeria that involves teachers by combining top-down government directives with bottom-up teachers-based creativities. More explicitly, the paper aims at exploring and identifying perceptions of secondary school EFL teachers' on their implementation of 2003 curriculum reform. The paper also aims at revealing barriers to their autonomy and involvement in curriculum development in order to pave the way for an understanding and planning towards such involvement. The critical paradigm was the conceptual framework guiding the research with data availed through a questionnaire for teachers and interviews with EFL secondary education inspectors. The findings advocated the existence of imbalanced power relation between the government and teachers with the former controlling and dictating curriculum, and excluding teachers from the whole developmental process.

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 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.

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.

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.

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 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.

In the last three decades, the construct of learner autonomy has been a voguish word in the educational literature. It has been explored from a variety of perspectives and spheres, for it is a multifaceted notion that involves several parameters and tenets such as: taking control over learning, assuming responsibility, conducting independent action and exercising the freedom of choice. Its convolution, indeed, has yielded multiple directions that led to a great deal of discussion and research. However, a clear depiction of what 'learner autonomy' is and what it essentially conceals is not well represented. Hence, this paper aims at providing a clear account and a relevant review of the significant conceptions embedded within the term so as to gain a deeper understanding of it. To this end, the paper tackles the following issues: (1) the origins of autonomy; (2) learner autonomy definitions; (3) versions of learner autonomy; (4) learner autonomy and its relation to teacher autonomy; and finally (5) learner autonomy across cultures, as it puts forward important associations to the Algerian educational setting.

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.

Communication is a vital social phenomenon; therefore, its study must be related to theories of social structure, social behavior, and human interaction. Successful communication is substantially crucial for better social life in all contexts. Unfortunately, the process of communication in medical settings and healthcare is challenging, especially when communicating with patients who are affected by cognitive communicative disorders including people with Autism Spectrum Disorders. This paper aims to address the difficulties and the different encumbrances related to autism and communication in the Algerian context. It attempts to evaluate the effectiveness of communication interventions in children with ASD, and look for reliable methods to help families promote their children's communication abilities. The current research is a case study of a six-year-old child with ASD, in addition to the participants involved; his caregivers, parents, escorts, and the speech therapist. The study shows that the child suffers from language impairments that are typical of autistic children's verbal repertoire: lexical, grammatical, morphological, and syntactic impairments that lead to a failure in the communicative task. The analysis of the data indicates that patients with ASD suffer also from different extra-linguistic problems which can be diminished through successful social interaction and effective therapeutic interventions.

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners' needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners' attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

The practice of the online learning system in Algeria is novel. However, with the spread of COVID 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive educational outcomes and keep students safe and healthy. This research purports to examine how the University of Dr. MoulayTahar in Saida has used Moodle platform to facilitate the teaching process during the COVID 19. This paper, therefore, stresses the issues of distance e-learning that challenge both teachers and students alike. The researchers attempt to answer the following question: What are the affective attitudes of EFL students towards distance learning assisted with Moodle Platform during the Coronavirus? To supply an adequate answer to the raised question, the researchers have selected a sample of 157 participants. The researchers collected data through a questionnaire and delivered copies to the participants. The findings revealed that both the teachers and the learners were not well prepared for an online learning experience. That there are more disadvantages than advantages. The results of the research conveyed that the technical skills, the teachers' lack of experience as well as the social situation of the students have made E-learning a complex process. The analysis also revealed that Master students have negative attitudes towards e-learning, and they would prefer face-to-face interaction in the classroom and handouts more than virtual learning.

The COVID-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners' learning habits and teachers' teaching practices. In this regard, this paper aims to explore the teachers' challenges while implementing a reading strategy-based instruction for beginners during the COVID-19 pandemic, taking the Algerian middle schools as a case in point. It highlights the difficulties to achieving quality in developing learners' procedural knowledge and strategic awareness in EFL reading classes. The leading approach to the issue is the interactive approach. To attain the objective of the research, the qualitative method was adopted. Classroom observation and structured interviews were used to collect data. The population targeted was composed of 20 teachers from 16 middle schools in Tizi-Ouzou. The collected data were subjected to qualitative content analysis. The results of the study reveal that most teachers are aware of the importance of reading strategy-based instruction. However, they do not teach them systematically or consistently. Indeed, lack of targeted teacher training, time constraints, and disregard of metacognitive instruction are likely to be obstacles to the efficient implementation of reading strategy-instruction. Furthermore, the COVID-19 pandemic has thrown up several psychological and cognitive learners' difficulties, including decreased motivation and lack of cognitive focus, making the teaching process more challenging. The results imply a need for a revision of teachers' professional development programs and a re-consideration of the elementary EFL courses.

Critical thinking is widely recognized as a necessary skill for growth and intellectual development due to a variety of factors, including globalization, the revolution of information technology, modernity, and connectivity. EFL teachers can lay the groundwork for their students to attain critical thinking through various methods, models, and strategies. The present investigation suggests that the teacher could promote EFL learners' critical thinking through guided discovery model of instruction. Henceforth, the current paper endeavors to enlighten the adequacy of applying guided discovery for developing learners' critical thinking skills. It is an experimental research that investigates: how may guided discovery contribute to the development of EFL learners' critical thinking? It attempts to examine the utility of discovery learning in teaching students how to process and think critically about the education they receive where information has become readily available and accessible. To this aim, 40 EFL Master students who took educational psychology courses were nominated from the university center of Naama, Algeria. The researcher selected Peter Honey Critical Thinking test and focus group discussions to attain data on students' critical thinking skills. The test results demonstrated that the experimental group outperformed the control group. The students become more autonomous, reflect on their learning experiences, and identify the most useful strategies. Furthermore, the analysis of focus group interviews revealed that the experimental group participants hold positive attitudes toward discovery learning. They perceive it as a precious method that can enhance their awareness about the value of thinking critically.

The neck-breaking changes imposed by the process of globalization demand a reconsideration of the mundane scholarly dealings. The constant need for communication in a scientific area to keep pace with the continuing advancements and the newly published research works, mainly in the Speech-language Pathology branch, pushes the researcher to look for the appropriate tools which bridge the gap and ease the task. The researcher tries to find out how translation can bridge the gap between the technological improvements, anglicized data, and the actual context in which the Algerian students and teachers work? This research paper aims, thus, at researching the significance of translation from English to Arabic in an Algerian academic context (at the University of Oran 2). To reach the predetermined objective, the researcher uses of descriptive case study research in which a students' questionnaire, a teachers' interview, and program analysis are used. The findings show that a total absence of both the English language and translation in such a scientific discipline widens the gap between the requirements of the age and the actual practice enormously. A set of recommendations, including insertion of a specialized translation module, are suggested to help both the teachers and the students in this department.

This paper presents a novel methodology to determine textbook readability. The method mainly relies on students' lexical coverage to determine the readability level of textbooks, taking into consideration that readability depends primarily on vocabulary knowledge and that it is a function of lexical coverage in teaching English as a Foreign Language (EFL). The appropriateness of the reading material used is critical. If it is inappropriate, the chances that learners understand it are substantially jeopardized. This study examined seven EFL textbooks currently in use in Algerian public schools to determine whether learners' lexical coverage is at the textbook readability level (Independent Reading Level), above it (Instructional Reading Level), or below it (Frustrational Reading Level). It adopted a multi-instrument computer-based approach. Results showed that all the textbooks have low lexical coverage and readability, which puts them at the frustrational level. Moreover, it was found that 4 out of 7 textbooks demonstrated a discrepancy in terms of lexical coverage as the rate of common vocabulary across all textbooks was very low. Comparing the lexical coverage of the seven textbooks to standard vocabulary lists revealed that students are not learning sufficient, useful, and appropriate vocabulary.

Writing to report research writing may be a daunting task since it requires motivation, interest, background knowledge and hard work from the part of students. This paper focused on the major obstacles faced by the English foreign language learners in research writing at Belhadj Bouchaib University, Algeria, in addition to the teachers' attitudes towards their students' work. The study relied on a triangulated approach which enclosed quantitative and qualitative methods and its importance lied in providing insights into the nature of flaws and challenges as regards students' academic writing practices. A questionnaire was used among 30 students followed by an interview with six teachers. The findings revealed that developing a research project and reporting the findings were among the most difficult challenges encountered by the learners. While the former requires them to identify the area of interest, choose a topic and formulate a researchable problem, the latter typically entails writing the methodology, results, and discussion sections. Between the two tasks, the students found academic writing the most challenging. The findings also revealed that teachers display negative attitudes towards their students' research because of these reasons: lack of motivation following traditional methods of learning, insufficient background knowledge about research, paucity of library resources, sketchy number of courses related to research, and the unavailability of the Internet inside the university context. Following these flaws, some recommendations were provided.

This paper aimed to investigate the teachers' implication of Socio-Cognitive Theory to promote EFL students' autonomy. It was significant in the sense that it attempted at investigating the teachers' implication of Socio-Cognitive Theory in promoting their students' autonomy and indicating the usefulness of Socio-Cognitive Theory in assisting teachers to promote their students' autonomy. The descriptive method was the one used in this research in which a teachers' questionnaire was addressed to both EFL teachers at Ouargla University and EFL third- year students from the same university for data collection. It was found that EFL teachers implemented Socio-Cognitive Theory in their classrooms and were aware of it. In addition, this theory was workable for boosting autonomous learning. But, on the other hand, it was revealed that teachers confirmed their students' disinterest for becoming autonomous. Then, it was recommended to make a good rapport with students to enhance their students' autonomy.

This paper presents the perceptions on distance learning approaches, assessed through an online survey, using experimental design of ideas (Mind Genomics). Students and professors of higher education institutions who had not yet experienced distance learning before COVID-19 pandemic period participated in the study. The participants belong to the universities located in Mediterranean basin, e.g., Albania, Italy, Morocco, Algeria and few African countries. Results suggest that distance learning will shift many of the responsibilities formerly on the professors to those of the students. The data suggests the need for emotional support during this transition, specifically to maintain interaction among students and professor as well as among students themselves in distance learning platforms as in traditional classrooms. The study shows that the effectiveness and the interactivity of this new paradigm are very important and any further developments of distance learning should provide strong support for these components. The position of the professor is indispensable as the guide to the entire process, suggesting that at least at the time of this writing (2020) distance learning approach is perceived only to be an intermittent complementary path to in-person interactions.

Nowadays, English is significantly popular among Algerian generation but not to such an extent to be used in social context. Its use is, however, limited to classroom environment except for those students who are fond of this foreign language and master it with a high level of fluency. The purpose of this paper is to highlight the status of English as second foreign language in Algeria, and how it has been injected within the educational system by taking into consideration social and cultural aspects. Education is a process and like other processes, it is exposed to several factors, some of which are aid and some others are obstructive. The type of school can be one of these factors that may affect teachers and students: Single-sex or coeducational schools. Algeria is a country that still offers different types of schools that have great impact on pedagogy and on learners' performance in the EFL context due to social and cultural impacts.

This paper aimed to empirically test whether implementing the blended teaching approach in ESP courses positively affects students' achievement and their attitudes towards it. To this end, explanatory type and quasi-experimental design research were carried out with two groups of students (N = 60) enrolled in the computer science department at Mostaganem University, Algeria. The sample was divided into two equal groups consisting of 30 participants. One group was part of the experimental group, they received instruction through the blended teaching approach, and another group was part of the control group who taught using the traditional teaching approach. Data collection considered two techniques: a test addressed to both groups to compare their performance within different learning environments. A 10-item questionnaire was administered to the experimental group after the treatment phase to investigate the students' attitudes towards implementing the blended approach. The results indicated statistically significant differences between groups in favour of the treatment group both in achievement and attitudes. The educational experience was satisfactory for the students taught within the blended learning environment, which positively affected their academic outcomes. The perceived satisfaction is positively associated with the marks obtained in the ESP subject. Due to the positive results revealed by this study, implementing computerised teaching in addition to the traditional approach is highly recommended. In order to facilitate teachers' mission, the stakeholders in Algerian higher education should take serious steps in improving teachers' information technology skills through providing specialised training programs for the teachers to implement blended learning efficiently and effectively.

The main aim of the present paper is to provide an in-depth look at the relationship between English and Algerian Arabic (L1) in an EFL classroom in the department of English at Tlemcen University, Algeria. In this regard, the researchers try to determine the reasons and functions behind the use of Code-Switching among EFL teachers and students of English to Algerian Arabic. To conduct this research work, the researchers collected data through an interview that was conducted with 16 teachers of Comprehension and Oral Expression, Literature, and Civilization in the Department of English at Tlemcen University in Algeria, and supported by a classroom observation of students with the same teachers. Findings revealed that the use of Algerian Arabic is inevitable. Teachers' responses exhibit negative attitudes towards English-Algerian Arabic code-switching in class, but they do not deny its integration as a pedagogical necessity to explain difficult words and expressions that are hard to be grasped in the target language. The results also showed that teachers peacefully attempt to get their students accustomed to lectures delivered in English solely by avoiding translation and applying the direct method of TEFL. Furthermore, they declare that infrequent use of AA is beneficial to foster students' academic achievements and language skills development.

Research has revealed that teachers' thinking processes highly influence their instructional and evaluative behaviors. Understanding teachers' beliefs and theoretical orientations about reading are more than necessary to rethink reading instruction and assessment. The present paper reviews a case study conducted at the Department of English, Tlemcen University, Algeria. The study looked at teachers' beliefs and theoretical orientations regarding reading assessment and its effect on EFL learners' comprehension ability. It examines the correspondence between reading teachers' theoretical orientations and classroom reading assessment. This study included 20 teachers and 120 students. Data collection procedures included questionnaires and classroom observations. Data analysis exposed the congruence between teachers' beliefs about reading and classroom reading assessment. Moreover, standardized classroom reading assessment negatively impacted learners' comprehension ability and reading motivation. The discussions underscored the importance of alternative reading assessment methods such as portfolios, which represent genuine and effective language learning strategies according to modern research.

The issues addressed in this work concern primarily the linguistic history and the different language policies that have been adopted from independence till today. Through this paper, the author aims to tackle the status of foreign languages in the Algerian educational system and the extent to which English has been promoted on the expanse of French. Henceforth, the higher education reforms and their influence on the process of teaching/learning English as a foreign language. Mainly, this study intends to uncover the ideological inhibitions exercised by the government to model up a citizen meets the requirements that it needs but not the requirements of the 21st century. More specifically, it exposes the trends of the Algerian decision-makers to maintain a position of a particular foreign language--French--over another foreign language, which is English among the Algerian speech community. This study will contribute to the reconsideration of the language policy of the government, the status of English as a foreign language, and the foreign language curricula. Yet, it bears a particular significance to the sociolinguistic situation in Algeria and its relationship to English as a foreign language context. It suggests the importance of promoting English to meet up the escalating waves of globalization.

The focal aim of the current paper is to take an in-depth look at the effect of the English culture on foreign language learners. In this regard, the researchers inquire about how intercultural communication affects English as a foreign language (EFL) students during the process of learning English literary texts carrying aspects of the target culture. This study, thus, endeavours at shedding light on students' attitudes towards some aspects of the English culture when studying literary texts. It also intends at scrutinizing teachers' strategies in teaching culture through literature; referring to their active roles in fostering intercultural awareness and Intercultural Communicative Competence (ICC) among their learners. To do so, the researchers collected data through a questionnaire addressed to forty first-year Master students of Literature and Civilization in the department of English at Tlemcen University supported by an interview with teachers of literature. The findings revealed that most students exhibit negative attitudes towards some aspects of the English culture when studying literature. Their responses demonstrate that they are unaware and ignore the differences between cultures i.e., they are not culturally competent enough to avoid intercultural clash within various lectures of literature. The results also showed that teachers peacefully attempt to provide the appropriate teaching techniques and strategies to integrate teaching culture through literary texts to foster tolerance and empathy with speakers' target language, identity, and culture.

Investigating the world of the drug through providing a linguistic scholarship on the coded forms employed by addicts is not an easy task because they tend to form the slang lexis that keeps them out of trouble with the law and their parents when it comes to teenagers. Several research works showed that drugs become prevalent among schoolers in comparison to cigarettes; for this reason, teens tend to develop street drug expressions commonly known as slang names to ease their access into the very dark and secretive world of drugs and steroids. In this vein, the present research paper pursues to shed light on Algerian teens and their use of drug slang terms. It also provides a thorough overview of the slang created by Algerian youngsters to facilitate the exchange of drug products. In this tight, the researcher made a profound investigation by taking Tlemcen speech community as a case in point. The researcher collected data through a semi-structured questionnaire and an interview. To this end, the results provided an in-depth look at what is behind the backdrop of the drug world. The analysis revealed that there is increasing use of slang terms between teens at secondary schools, especially words for selling and buying drugs. The findings also demonstrated that teens have created slang terms for the most widely employed types of drugs like ecstasy, heroin, L.S.D, and barbiturates.