Journal of Studies in Language, Culture and Society (JSLCS)

EISSN: 2676-1750
Périodicité: Semestrielle
Taux d'acceptation: 62%
Temps moyen de réponse: 145 Jours
Temps moyen de publication après acceptation: 57 Jours

Année de création: 2018
Pays: Algérie
Institution: Université Abderrahmane Mira de Béjaia
Facteur d'impact ASJP: 0.0541

Description

Journal of Studies in Language, Culture, and Society (JSLCS) is an academic multidisciplinary open access and double-blind peer-reviewed journal that publishes original research that turns around phenomena related to language, culture, and society. JSLCS welcomes papers that reflect sound methodologies, updated theoretical analyses, and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, pedagogy, ICT, communication, cultural/inter-cultural studies, philosophy, history, religion, and the like. The journal has no publication process charges (APC), neither for submission nor for publication. CC-By All open access articles published in JSLCS are distributed under the terms of the Creative Commons Attribution- 4.0 International License The research works published in this journal are free-access. They can be shared (copied and redistributed in any medium or format) and/or adapted (remixed, transformed, and built upon the material for any purpose, commercially or not) under the following terms: attribution (appropriate credit must be given indicating the original authors, research work name, and publication name, mentioning if changes were made), and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Annonce

Call for Papers: Special Issue. July 2025: Innovations in Language Education: Bridging Theory and Practice in LSP, ESP, and ELT

Call for Papers: Special Issue. July 2025

Journal of Studies in Language, Culture, and Society (JSLCS)

Special Issue: Innovations in Language Education: Bridging Theory and Practice in LSP, ESP, and ELT

Deadline for Paper Submission: March 28, 2025

Editor in Chief: Prof. Nadia Idri, University of Bejaia, Algeria

Guest Editors:

The Journal of Studies in Language, Culture, and Society (JSLCS) invites submissions for a special issue exploring cutting-edge developments in Languages for Specific Purposes (LSP), English for Specific Purposes (ESP), and English Language Teaching (ELT). This issue seeks to highlight innovative practices, theories, and methodologies that bridge the gap between academic research and practical language applications in diverse professional and cultural contexts.

Themes and Subthemes

We welcome contributions that address one or more of the following themes:

1. LSP and ESP in Professional Contexts

- Needs analysis and its impact on course design and implementation.

- Bridging the gap between university curricula and labor market demands.

- The role of AI in tailoring ESP courses for industries such as healthcare, engineering, and tourism.

- Case studies on LSP in multilingual and multicultural professional environments.

2. Innovations in ELT

- Technology integration in ELT: AI-powered tools, blended learning, and gamification.

- Competency-based approaches in ELT for professional and academic settings.

- ELT strategies for multilingual classrooms: Translanguaging and cross-linguistic pedagogy.

- Teacher training and professional development in the era of digital transformation.

3. LSP and ESP Pedagogical Practices

- Designing inclusive LSP and ESP materials for diverse learner profiles.

- The use of corpus linguistics in ESP course development.

- Practical strategies for integrating soft skills and intercultural competence in LSP.

- The challenges and benefits of extending ESP courses to meet field-specific demands.

4. Policies and Institutional Frameworks

- Institutional policies for aligning LSP, ESP, and ELT with global educational trends.

- Ethical considerations in integrating AI tools into LSP and ESP instruction.

- Collaborative frameworks for university-industry partnerships.

- Large-scale policy implementation to support LSP and ESP in higher education.

-Submission Guidelines

Submitted manuscripts should include original research and provide empirically or theoretically robust insights into the selected topic. Submissions should:

- Be written in English.

- Contain 4,000–8,000 words, including a minimum of 15 references in APA 7th Edition. The relevance and quality of citations is important.

- Include a clear methodology section, detailing approaches, data collection, and analysis.

- Highlight the implications of findings for LSP, ESP, or ELT practices.

-The journal does not support AI-produced papers.

Key Dates:

- Submission Deadline: 28 March 2025

-Publication: Volume 8, Issue 3 (30 July 2025)

All submissions will undergo a double-blind peer review. Articles should be submitted via the ASJP platform:https://asjp.cerist.dz/en/submission/681.

You can download the instructions to authors and Guidelinesfrom the ASJP link.

Contact Information

- Email: jlcsbejaia@gmail.com

revue.jslcs@univ-bejaia.dz

- Submission Link https://asjp.cerist.dz/en/submission/681

This special issue aims to contribute to the evolving conversation around language education and its intersection with technology, culture, and professional development. We look forward to your contributions to advance the fields of LSP, ESP, and ELT.

APC: Free of charge

07-01-2025

Volumes

Numéros

180

Articles

The Second Language Influence on Using Translation in Content -Based Instruction Classroom: The Case of French Language for Algerian Teachers Teaching Content in English

Hanifi Aissa, Naimi Amara, Ladjel Khawla,
2024-10-14

Résumé: The use of translation in EFL classes has long been a source of discussion among language instructors and industry experts. While some contend that using L1 in an EFL classroom will impede students' ability to learn, others maintain that translation can aid in language acquisition if it is connected to a genuine communicative goal.The situation may look more problematic in a learning context where French and English swap roles and compete to be a essential language of teaching such as the Algerian learning context . In order to illustrate content teachers' opinions about the role of the second language in translating challenging course concepts, an online survey was sent to 32 university teachers. The results indicated that teachers feel obligated to translate challenging concepts into Arabic or French because of students' poor English proficiency. The purpose of the current study is to shed light on the impact of French as a second language on Algerian teachers who aim to or currently instruct content in English across the different disciplines. . Furthermore, the majority of teachers did not state categorically which language—French or Arabic—they would use to interpret complex phrases in the CBI course because this could depend on the students' proficiency in both languages, their real needs, and the course objectives.

Mots clés: Arabic ; Context ; English ; French ; Translation

Comparative Psychoanalytic Study of Poe’s “The Oval Portrait” and Hawthorne’s “The Birthmark”

الحجازي بيان,
2025-03-04

Résumé: The present study discusses Psychological concepts such as id, Eros, obsession, narcissism, and aggression in Hawthorne’s “The Birthmark” and Poe’s “The Oval Portrait”. These Dark Romanticism works focus on depicting the evilness of human beings as a reaction against the Puritan religious beliefs. Its main aim is to introduce the similar mentality of male characters in both stories and how their unconscious mind plays a huge role in shaping their reactions. It also aims to discuss ways in which they tried to reduce their stress by relying on artistic creations. Moreover, it emphasizes how they are controlled by their impulses which lead them to sacrifice their wives for achieving stability. Several Psychological concepts were discussed such as the pleasure principle and obsessive jealousy that reinforced male characters’s evilness and aggression. Thereafter, there was a discussion on how obsession and narcissism limited their understanding of the horrific situation and indulged them in a defence mechanism against threats. All male characters are found to be controlled by their desire for satisfaction and their denial of mortality. Thus, their obsession with art and science to preserve their wives and their poor decisions contributed to murdering their wives and possessing cannibalistic actions. Their lack of awareness and acting on their impulses lead them to realize their fallibility and imperfection.

Mots clés: agression ; defence mechanism ; denial ; eros ; id ; obsession ; obsessive jealousy ; pleasure principle ; narcissism

Animation in the Service of Foreign Language Learning: The Impact of Animated Films on English Acquisition among Tunisian Primary School Students

الحامي بثينة,
2025-02-26

Résumé: This study examines the impact of animated films on improving language learning outcomes for primary school students, particularly in the Tunisian context. Addressing the limitations of traditional foreign language teaching methods, the research explores how audiovisual media, specifically animated films, can enhance listening comprehension and vocabulary acquisition. Grounded in the theoretical frameworks of multimodal learning (Mayer, 2001) and involuntary memorization (Zinchenko, 2001), the study highlights the benefits of integrating visual, auditory, and contextual elements into the learning process. The methodology employed combines pre- and post-intervention assessments with structured questionnaires to evaluate students' linguistic progress. The findings reveal significant improvements in listening skills and vocabulary retention, demonstrating that animated films provide an engaging and effective learning environment. The study also emphasizes the role of emotional engagement and interactive contexts in fostering involuntary memorization and learner motivation. This research underscores the potential of animated films as a transformative educational tool, advocating for their integration into teaching strategies. The implications suggest that audiovisual media can enhance the accessibility and efficiency of language learning, especially in primary education.

Mots clés: Animated films ; Educational audiovisual ; Language learning ; Listening comprehension ; Primary school students

Enhancing EFL Learners' Critical Thinking through Human Communication and Human Discussion Activities in the Era of AI

براربي أمينة, عمران نادية,
2025-04-16

Résumé: This study investigates the role of human communication and discussion activities in fostering critical thinking among EFL learners, particularly in an era increasingly influenced by artificial intelligence (AI). While AI-powered tools offer language learners unprecedented access to information and automated feedback, they often lack the humanistic and interactive dimensions essential for developing higher-order thinking skills. This research examines how face-to-face discussions and communicative activities can complement AI-based learning by enhancing students' ability to analyze, evaluate, and articulate ideas critically. The study was conducted with a sample of 100 undergraduate EFL students and 6 instructors at Djillali Liabes University, Algeria. A mixed-method approach was employed, using questionnaires, interviews, and classroom observations to explore students' engagement in discussion-based learning. Findings reveal that while AI tools support certain aspects of language acquisition, students struggle with expressing ideas critically, engaging in debates, and developing autonomous reasoning. Teachers also highlighted the importance of balancing AI-driven instruction with interactive human communication to cultivate critical thinking skills effectively. This research underscores the necessity of integrating discussion-based activities alongside AI-assisted learning to foster both linguistic proficiency and cognitive development in EFL students.

Mots clés: Critical Thinking ,human Communication, AI-Assisted Learning, discussion-Based Activities , EFL Learners

The AI Evolution in Higher Education: Enhancing Teaching with ChatGPT

بومدين الهدى,
2025-04-07

Résumé: Abstract: ChatGPT has been making a significant impact and has sharply divided educators, researchers, and educational institutions about its transformation of learning. When integrated properly into teaching and learning activities, ChatGPT can complement the benefits of digital technologies. It provides personalized, adaptive support to learners and educators as an intelligent learning assistant. Unethical use, however, entails serious concerns in relation to academic integrity and assessment practices. Educators' attitudes, expectations, and concerns are the major keys to determining whether such tools are successfully adopted in an educational setting. This study is an attempt to examine the perceptions of university professors at the University of Laghouat, Algeria, on opportunities and challenges facing the use of ChatGPT in teaching. Findings from the survey showed that the majority of professors expressed positive views about adopting ChatGPT in their practices of education (61.2%). The top advantages noted by professors are the potential of this AI tool to automate time-consuming tasks (72.5%), increase student engagement (65.3%), and promote critical thinking and creativity (58.4%). However, there are strong concerns: 83.2% of respondents are afraid that students would become overdependent on ChatGPT without checking the authenticity of the generated content, which may prohibit the development of important knowledge and skills. These findings underline the need for balanced integration strategies, leveraging the potential of ChatGPT to improve teaching and learning while addressing its risks. Only through fostering digital competencies and setting ethical guidelines can institutions guarantee the effective and responsible use of ChatGPT in education.

Mots clés: Artificial Intelligence ; benefits ; ChatGPT ; digital competencies ; higher education ; risks

Pre-service Teachers' Readiness for Digital Technology ‎Integration: The Case of Ecole Normal Supérieure El Katiba ‎Assia Djebbar Constantine

تواتيت بلقيس, مزهود صورية,
2025-04-09

Résumé: In today's digital educational landscape, effectively preparing pre-service teachers to integrate ‎technology into their teaching practices is essential. This study investigated the preparedness of ‎‎146 final-year pre-service teachers at the Teacher Training School of Constantine, Algeria, for ‎integrating digital technologies into their pedagogical practices. Utilizing an explanatory ‎sequential mixed-methods design, data were collected via a survey assessing pre-service ‎teachers' self-reported digital literacy levels and knowledge of technology integration ‎frameworks, achieving a 69% response rate (N=101). Subsequently, semi-structured interviews ‎were conducted with a purposive sample of 8 student teachers to explore the quantitative ‎findings in greater depth. While pre-service teachers demonstrated high self-reported digital ‎literacy and positive attitudes towards technology integration, interview results revealed a ‎discrepancy between their perceived abilities and their practical application of technology in ‎teaching. These findings highlight the need for teacher education programs to emphasize ‎practical training in technology integration and to equip teacher educators with the skills and ‎knowledge necessary to effectively model digital technology integration for pre-service teachers. ‎Moreover, the study suggests that improving access to technological resources and providing ‎targeted training on utilizing diverse technological tools are crucial steps in preparing pre-service ‎teachers for the demands of 21st-century education.‎

Mots clés: Digital Literacy ; Preservice Teachers ; Teacher Education ; Technology Integration

Evaluating the Role of Artificial Intelligence and Distance Learning in Language Augmentation: A Study of Independent Learners and Communities of Practice

مرازي نجاة,
2025-04-16

Résumé: In the age of digital transformation, the integration of artificial intelligence (AI) and virtual technologies has emerged as a powerful catalyst for redefining language learning in remote and collaborative settings. This study aims to evaluate the impact of digital tools, such as AI and virtual reality, on distance language learning and fostering educational engagement. The research problem addresses challenges hindering the adoption of these tools, including inadequate internet infrastructure and unequal access to technology, particularly in developing countries. The sample consists of 120 independent learners and members of virtual practice communities, with data analyzed using a quantitative analytical approach via SPSS. The results showed that AI tools improved grammar and speaking skills among independent learners, while virtual practice communities achieved the highest improvement rate. In contrast, traditional methods recorded the least improvement. The study recommends enhancing digital infrastructure, providing training for learners and educators on using AI tools, and promoting the establishment of virtual practice communities to support collaborative learning.

Mots clés: Artificial Intelligence (AI); communities of practice; distance learning; educational technology; language learning.

Cheating or Learning? What Every Student Knows about Open-AI ChatGPT

ولد سي بوزيان صابرية, عدناني نور الايمان رجاء,
2025-04-09

Résumé: The lines between learning and cheating have become distorted in a world increasingly intertwined with Artificial Intelligence (AI). Experiencing this rapid change within AI affects teachers’ work and how they perceive and assess students’ learning and knowledge. Teachers noticed that many students seized the opportunity to cheat using AI to get good marks on exams and finish writing their dissertations instead of using AI to learn more from their mistakes and enhance their knowledge input. This study seeks to expound on students’ usage and perspectives towards AI by demonstrating whether it is effective in learning or simply used for copying and pasting texts that lead to academic dishonesty. In order to attain this objective, a group of ten supervisees was interviewed on the employment of AI tools in dissertation writing. Therefore, results showed that students considered AI a cheating tool at the beginning and then recognised it as thesis guidance, assistance, and a tool of learning. It is worth noting that AI is deemed a double-edged tool and used halfway between facilitating cheating and learning; thus, balancing its ethical use in education remains critical for everyone’s responsibility.

Mots clés: Artificial intelligence (AI) ; cheating ; learning ; thesis writing

Integrating digital tools into competency-based ELT programs in Mali: Opportunities and barriers

Koita Mahamadou Karamoko Kahiraba,
2025-03-29

Résumé: This study investigates the integration of digital tools into competency-based English Language Teaching (ELT) programs in Mali, with the aim of identifying the opportunities and barriers associated with their use. It employs a mixed-methods approach, utilizing semi-structured interviews, surveys, focus groups, and classroom observations to gather perspectives. A total of 50 participants, including ELT teachers, students, and school administrators from urban and semi-urban areas, contribute to the data collection. The findings demonstrated two key results: first, while teachers recognize the potential of digital tools to enhance student engagement and learning outcomes, they face significant barriers, such as inadequate training, limited device access, and unreliable internet connectivity. Second, students express a strong interest in using digital tools, particularly multimedia resources, but encounter challenges related to high internet costs and unequal access to devices, exacerbating the digital divide. The study highlighted the need for targeted teacher training, infrastructure improvements, and policies promoting equitable access to technology to overcome these barriers. While substantial challenges remain, the integration of digital tools into Mali’s competency-based ELT programs offers significant opportunities for improving language-learning outcomes, provided that systemic issues are addressed.

Mots clés: Digital tools ; competency-based ELT ; Mali ; teacher training ; educational barriers.

The Importance of Outdoor Education as a Strategy for Language Exploration, Experimentation, and Development Among Students in the Arabic Language Proficiency Diploma for Non-Native Speakers at KSU.

بولعراس الجمعي,
2025-03-23

Résumé: This study explores the impact of outdoor education as an innovative approach to enhancing Arabic language skills among non-native speakers enrolled in the Arabic Language Proficiency Diploma program at King Saud University. By extending learning beyond the traditional classroom, outdoor education immerses students in real-world contexts, fostering cultural engagement and facilitating practical language use. This paper presents a comprehensive analysis of the benefits of outdoor education, its practical applications, and the challenges it may present. The effectiveness of this approach was assessed using a structured methodology. The findings reveal that outdoor education significantly improves linguistic fluency, cultural competence, and vocabulary acquisition, providing a valuable alternative to conventional language instruction.

Mots clés: Outdoor education; Arabic language learning; cultural competency; language fluency; experiential learning; non-native speakers.

Towards Understanding New Digital-Based Reading Practices in Higher Education Institutions

بيلوك ايمان,
2025-04-13

Résumé: Printed texts have been the primary sources of reading for a long time. While new technologies have increased, innovative reading practices have been observed to be displayed on electronic devices. University teachers and students often read on the go, which could substantially affect how teachers instruct, and how students learn. The present study aims to investigate the shift from printed-text resources to digital-based reading practices in higher education institutions. This study employed an exploratory, descriptive research design using an online survey. A random sample of EFL teachers (N=20) from the faculty of arts and foreign languages at different Algerian universities participated in the study. The findings reveal that the survey respondents demonstrated their technology dependency whilst reading. The digital literacy competencies and skills teachers moderately prioritize could be classified as basic and critical skills. The research on digital reading contributes to the literature on innovative teaching practices in higher education institutions in Algeria. It is valuable to EFL teachers to modify their teaching practices and pedagogical approaches to promote digital reading and therefore equip students with necessary 21st-century reading skills.

Mots clés: Digital-based reading practices ; EFL teachers ; higher education ; printed-text resources

THE USE OF CHATGPT AMONG SECOND YEAR ENGLISH STUDENTS AS A SUPPLEMENTARY TOOL TO REVISE AND ENHANCE THEIR UNDERSTANDING OF LECTURES DELIVERED BY TEACHERS AT MENTOURI’S UNIVERSITY

ساحلي فتيحة, بن عامر حمزة,
2025-04-16

Résumé: The present article explores the uses of ChatGPT as an effective tool to revise and enhance second year English students’ understanding of lectures delivered by teachers. A quasi-experimental approach is used in this article, and the intent is to assess students’ comprehension of lectures before and after the introduction of ChatGPT. In doing so, the authors conducted an experiment by dividing 60 students into two main groups. An experimental group is instructed to use ChatGPT in revising and outlining the lectures delivered by teachers and a control group relying mainly on traditional resources. Also, pre and post-test are conducted in the module to evaluate ChatGPT’s role in enhancing the overall understanding and performance of students. The experiment focused on Language and Culture module (CL). At first, the teacher explained the origins of the Industrial Revolution in class, and then both groups were asked to present it orally in the next session. During the oral presentations, the teachers posed targeted questions to both groups to evaluate their depth of understanding and ability to recall and articulate critical details from the lecture. This process not only assessed their comprehension but also highlighted differences in how each group processed and applied the material, providing valuable insights into the effectiveness of their respective revision strategies. The results revealed a statistically significant improvement in comprehension scores for the experimental group compared to the control group. The findings suggest that while students can improve their understanding of lectures using traditional resources, ChatGPT can serve as a digital assistant professor, facilitating students' comprehension of various lectures delivered by teachers.

Mots clés: ChatGPT ; Language and Culture ; English students ; Revision ; Understanding

Artificial Intelligence in Language Education: Exploring Prompting Strategies to Foster Argumentative Writing Skills

Mezzadri Marco, Paita Mariapaola,
2025-04-16

Résumé: The rapid advancement of Artificial Intelligence (AI), particularly Large Language Models (LLMs), calls for a thorough examination of not only of the opportunities for innovation but also the conditions necessary to foster a productive and informed human-machine relationship in education. This article explores the integration of prompt engineering as a critical transversal skill for effectively implementing AI-based technologies in language education while promoting the development of digital competencies among educators and learners. The study observes variations in interactions between learners and ChatGPT during educational activities designed to enhance argumentative writing skills. Specifically, it examines the reliability and feasibility of ChatGPT in providing meaningful and relevant feedback on argumentative writing through the analysis of task-specific interactions between secondary school students and the language model. Additionally, it explores how the iterative process of prompt construction and refinement adopted by participants shapes ChatGPT’s responses when evaluating learners’ argumentative texts. By analysing the impact of different prompt strategies on the chatbot’s outputs, the study offers practical guidelines for leveraging AI to foster language acquisition, AI literacy, and critical thinking through the evaluation, validation, and optimization of learners’ interactions with ChatGPT.

Mots clés: ChatGPT ; human-AI mediation ; language education ; Large Language Models ; prompt engineering

SYNTACTIC AND LEXICAL COMPARISON BETWEEN AI-GENERATED READING PASSAGES AND JAPANESE UNIVERSITIES' NATIONAL TEST

Kurokawa Satoshi, Salingre Maelys,
2025-04-08

Résumé: This research aimed to develop a methodology for creating mock English reading tests using AI-generated passages to help decrease the workload of EFL teachers who struggle in creating the high-quality mock English reading test for universities’ entrance examinations. To achieve this goal, this paper examined the lexical and syntactical differences between English Subject of the Center Test at Japanese universities’ entrance exams (ESCT) and AI-generated passages. Three different generative AI were used: OpenAI ChatGPT version 4, Google Gemini version 1.5 Flash, and DeepSeek-V3. To make the vocabulary coverage between AI-generated passages and ESCTs meaningful, topics based on ESCTs were used to create 11 prompts for AI-generated passages. This paper examined text coverage using CEFR-based wordlist and syntactic complexity using the Python library spaCy. Findings revealed that the proportion of A2 level tokens does not differ greatly between AI-generated passages (ChatGPT: 19.1%; Gemini: 17.4%; DeepSeek: 17.3%) and ESCT (15.6%); ESCT had more complex but shorter sentences comparing to AI-generated passages, and personal pronouns accounted for 1.3% of ESCT tokens, while they accounted for less than 1% of generative AIs tokens (ChatGPT, 0.39% ; Gemini, 0.71% ; DeepSeek 0.45%). Few wh-pronouns and the existential there were found in AI-generated passages. This study concluded that when the EFL teachers convert AI-generative text to the mock ESCT, they should (a) add a wider variety of A1 level lemmas, (b) rewrite more complex and shorter sentences, (c) increase personal pronouns and determiners, and (d) reduce adjective modifiers, conjuncts, and coordination.

Mots clés: Generative AI ; Natural language processing ; Text coverage ; Syntactic complexity ; University entrance examination

AI-DRIVEN APPROACHES TO ADVANCE SPEAKING PROFICIENCY IN LMOOCS: INSIGHTS, INNOVATIONS, AND PEDAGOGICAL IMPLICATIONS

كحل الراس وهيبة, بن ناصر فوزية,
2025-04-11

Résumé: LMOOCs, or Language Massive Online Open Courses, which are a fairly novel contribution to the plethora of online resources readily accessible for language instruction, have been permeating academic institutions in recent years. Regardless, concerns over developing the speaking skill of a substantial demographic of EFL learners on LMOOCs persist hitherto. Relative to other linguistic skills, speaking necessitates real-time interaction, personalised feedback, and sustained engagement to ensure enhancement; the very elements that are challenging to attain given the abundant numbers of LMOOC participants compared with limited instructor availability. The significance of this research lies in its attempt to orient instructors towards the most effective Artificial Intelligence (AI) tools to enhance speaking proficiency in online learning settings; by extension, transfer them into LMOOC context. The current research aims in unveiling AI tools tailored to key speaking sub-skills (linguistic competence, oral fluency, interaction, and production) found in the growing volumes of research literature while also addressing core issues such as learner motivation, automated feedback, and interactive speaking practice. Adopting a systematic literature review approach, this research examines a total of (N=53) papers from four major academic databases (Scopus, ScienceDirect, JSTOR, and SpringerLink). The span of the extracted data for the systematic literature review covers 5 years, from 2019 to 2024. The results provide teachers and course designers with a road map for creating more dynamic, responsive, and effective LMOOC experiences for EFL learners to solve problems related to learner engagement, personalised feedback, and interactive practice through incorporating AI tools. They also offer actionable insights into AI integration strategies into LMOOC framework.

Mots clés: Artificial Intelligence (AI) tools ; EFL learners ; LMOOCs ; personalised feedback ; speaking proficiency

DEIXIS AND INDEXICALS AS MEANING MAKING DEVICES IN SELECTED SPOKEN AND WRITTEN TEXTS

Balogun Temitope ,

Received date: 30-03-2024 Publication date: 31-12-2024 pages 1-11.

A Linguistic-Stylistic Analysis of AbdulRahman AbdulRasaq’s Inaugural Speech (2019)

Zakari Hadiza , Akinmusuyi Samuel ,

Received date: 03-09-2023 Publication date: 31-12-2024 pages 12-25.

Evaluating Translation in the Algerian English Language Public School Textbooks

Boukhentache Slimane ,

Received date: 30-06-2024 Publication date: 31-12-2024 pages 26-34.

Integrating High-Level Questions in Second-Year English Degree Classrooms: Implementation and Challenges

Kater Meriem , Boukhedimi Yasmine ,

Received date: 11-07-2024 Publication date: 31-12-2024 pages 35-51.

Exploring Strategies Used by Algerian EFL Learners To Develop their Speaking Skills

Missoum Maamar ,

Received date: 30-07-2024 Publication date: 31-12-2024 pages 52-72.

ANALYSING MODALITY IN NAIRALANDERS’ DISCOURSE ON THE NON-PASSAGE OF THE GENDER EQUALITY BILL IN NIGERIA

Aragbuwa Adetutu , Dahunsi Toyese ,

Received date: 13-09-2024 Publication date: 31-12-2024 pages 73-89.

Effective Family Parenting for the Child in the Face of Globalization

Sahraoui Antissar ,

Received date: 07-09-2024 Publication date: 31-12-2024 pages 90-101.

Performing Fatherhood: New Father vs. Old Father in To Kill a Mocking Bird by Harper Lee (1960)

Bouacida Soumaya , Chellouk Hanna ,

Received date: 25-07-2024 Publication date: 31-12-2024 pages 102-112.

The Alchemy of violence in John Updike’s Novel Terrorist (2006): A story of a boy in between, and a terrorist at last.

Meziani Mourad ,

Received date: 13-07-2024 Publication date: 31-12-2024 pages 113-126.

The Quest for ‘Sheltering Skies’ in Ghassan Kanafani’s Men in the Sun (1963)

Nadia Naar Gada ,

Received date: 16-07-2024 Publication date: 31-12-2024 pages 127-140.

Contemporary Algerian Poetry in Academic Studies: Insights from Mohamed Arous's Thesis

Lagder Fatiha , Sebgag Saliha ,

Received date: 25-07-2024 Publication date: 31-12-2024 pages 141-158.

Global Warming's Impacts and the Role of Education in Shaping Social Responsiveness

Makhlouf Abdelkader , Andersen Irina , َandersen Roy ,

Received date: 16-04-2024 Publication date: 31-12-2024 pages 159-168.

Babbar Rug: Cultural Heritage in the Service of Sustainable Development

Benarfa Brahim , Boutagouga Mabrouk ,

Received date: 21-09-2024 Publication date: 31-12-2024 pages 169-185.

Eradicating Teenage Pregnancy in Irewole Local Government Area, Osun State, Nigeria for the Attainment of Sustainable Development Goals

Ogundokun Sikiru , Faremi Margaret ,

Received date: 20-07-2024 Publication date: 31-12-2024 pages 186-196.

Systematic construction of semantic structure computationally Digital communication systems as a model

Haouchi Aida ,

Received date: 13-09-2024 Publication date: 31-12-2024 pages 197-213.

The promise of emancipation of digital technologies and the risks of alienation in the self-construction: The case of Instagram among Algerian youth aged 15 to 25

Benarab Imen Hanane ,

Received date: 14-07-2024 Publication date: 31-12-2024 pages 214-230.

New Organizational Forms at Work and Career Representations of Managers in Public Enterprises

Andjouh Samir , Ahouari Zahir ,

Received date: 12-08-2024 Publication date: 31-12-2024 pages 231-257.

Contributions of African Researchers to Trends, Trajectory and Development of Priming Theory

Ayantunji Kehinde ,

Received date: 12-04-2024 Publication date: 31-12-2024 pages 258-271.

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