M. LADJEL Karima

. The educational system in Algeria has recently implemented teaching English at
primary schools. Its main objective is to modernize and promote education to meet the standards
of globalization since English is regarded as an international language used in science and
technology. The emphasis on teaching English indicates the efforts of the Algerian educational
practitioners to address the English linguistic failure of Algerian learners and develop their
communication skills when using this international language. Along this line of thought, the
present investigation aims at applying the competency based approach at the secondary school
to teach learners the skills and strategies of producing well-structured statements and utterances.
It tends also to explore the different reasons behind Algerian learners’ failure to provide correct
linguistic structures. To glean adequate data for this research, an experimental study was
undertaken in the secondary school of Makari, M’sila. This experimental study was conducted
with a control and an experimental group of learners. The learners in the experimental group
were taught English with the focus on the linguistic competence and with the use of the CBA.
On the other hand, learners in the control group were taught English without the implementation
of the CBA in their curriculum. After the teaching sessions, both groups were provided with a
test which examines their ability of processing the linguistic structures. This study used also a
focused group interview to triangulate the data gathered and to understand both teachers’ and
students’ perceptions towards the implementation of the CBA to address learners’ linguistic
failure. This investigation confirmed that the CBA promotes secondary school learners’
linguistic ability to produce well-structures sentences. It also demonstrated also a welcoming
sign of interest among the students and teachers towards the use of this teaching approach at
the secondary level.

The globalization of education and the demand for multilingual and multicultural competencies
have propelled the adoption of Content and Language Integrated Learning (CLIL) as a pivotal
pedagogical approach in higher education. This study investigates the prospects and challenges
of implementing CLIL within the Algerian higher education system. The primary objectives
are to assess the feasibility of integrating CLIL in Algerian universities, identify the perceived
challenges, and evaluate the impact on students' language proficiency and subject knowledge.
Employing an experimental research approach, data collection encompasses the utilization of a
questionnaire to gauge stakeholder perspectives, language proficiency tests, and classroom
observations to assess the effectiveness of the CLIL approach. The research findings offer
valuable insights. Firstly, stakeholders expressed a favorable disposition towards the
introduction of CLIL in Algerian higher education, citing its potential to enhance language
proficiency, subject knowledge, and international competitiveness. Students, in particular,
perceived CLIL as a valuable opportunity to acquire specialized language skills while engaging
with academic content. Secondly, while the implementation of CLIL demonstrated an
improvement in students' language proficiency, it also revealed inherent challenges. In
particular, instructors faced difficulties in adapting to the CLIL approach, requiring additional
training and support to effectively deliver subject content in a second language. Additionally,
students encountered challenges related to the increased cognitive load of learning both
language and subject simultaneously. Lastly, the study found that the successful
implementation of CLIL in Algerian higher education necessitates strategic planning, including
faculty development and curriculum design. Furthermore, the study recommends that
institutions provide ongoing support for both instructors and students to navigate the
complexities of CLIL, fostering a more favorable environment for its sustainable integration.
Ultimately, the research underscores the potential benefits of CLIL for Algerian higher
education and emphasizes the need for comprehensive measures to address the challenges of
implementation.

The Algerian higher educational system has recently shifted attention away from contentfocused teaching approach to content and language integrated instruction. This shift aims to
produce new mass of generations that meet the standards of globalization era. In a response to
this need, the Algerian higher educational staff has accordingly encouraged the integration of
content and language integrated instruction (CLIL) which is a dual-focused teaching approach
aiming to teach content through an additional language (English) and teaching this additional
language (English) through learning the content. In the light of this thought, the aim of this
study is to implement a needs analysis framework to Algerian content teachers who will be
prepared for CLIL instruction. In other words, it tends to explore the necessities, lacks, and
wants that should be included in the training programs of content teachers. To collect data, a
structured questionnaire is distributed to forty content teachers to find out their necessities,
lacks, wants, and perspectives, and a structured interview is also carried out with forty language
teachers to design a framework of the training program. The results are analyzed with the regard
to the statistical elements (means, standard deviations) and the percentages presented. The
findings revealed that the framework of the training program of content teachers to be content
and language teachers should include features related to the structural, lexical, and discoursal
levels of language (i.e., linguistic and rhetorical). As a result, a set of recommendations are
provided to address the situation.

This study explores the potential of French-language literature from the Maghreb region as a
didactic support during the interwar period. It analyzes a range of literary works, including
novels, poetry, and essays, written by Maghrebi authors during this period. The study finds that
French-language literature from the Maghreb region during the interwar period offers rich and
diverse material that can be used as a didactic support. The literature reflects the complex sociopolitical
and cultural realities of the Maghreb region during this period, including issues of
identity, colonialism, nationalism, and modernity. The literature also showcases a variety of
literary styles and genres, ranging from realism and naturalism to modernism and surrealism,
providing learners with a rich linguistic and cultural experience. The study concludes that
French-language literature from the Maghreb region during the interwar period can be a valuable
didactic support in French-language classes, particularly in terms of enhancing learners' linguistic
and cultural competence. This study contributes to a growing body of literature on the use of
literature as a didactic support and highlights the importance of incorporating diverse cultural
perspectives into language education.

Publishing research articles in international journals has become
a precondition to PhD graduation in higher education. In the era
of globalization, non-native English PhD students devote much
scholarly attention to English writing for publication purposes
to share and author their own academic researches for
international journals. Thus, this paper aims to demystify the
most important requirements of English writing for publication
and draw some strategies to successfully publish written English
manuscripts in international journals. Along this line of thought,
a documentary analysis of 12 different research manuscripts of
non-native English academics was undertaken. To cross-check
the data, a questionnaire was directed to the manuscripts’ owners
and the peer reviewers of journals. The findings reveal that
manuscripts which are successfully accepted for publication have
features related to both macro and micro criteria. The former
includes the procedural strategies that allow manuscripts to be
highly and immediately accepted from the first sight such as the
originality or timeliness of the work, its direct relevance,
appropriateness and interest to the journal targeted, and itseffective contributions and solutions to the new emerging era
problems. The latter incorporates the specific details and segments
that reviewers spot at the second sight such as maintaining
coherent and cohesive texts, using authentic and well-cited
references, providing relevant arguments, framing data to appeal
to different audiences, discussing and synthesizing the results.
Depending on these findings, a number of recommendations are
provided to remediate the situation.

Following the approach of content and language integrated instruction in higher
education, content teachers consider writing for publication as a primary target which they aim
to reach. In a response to this need, they are now turning to learning the necessary skills which
lead them to obtain the proficiency of English writing for publication. Accordingly, the aim of
the current study is to implement a deficiency analysis to explore the lacks of content teachers
in English writing for publication. Therefore, a case study includes forty content teachers to be
investigated. To collect data, three research instruments are used; a questionnaire is distributed
to the content teachers to find out their deficiencies, a documentary analysis of the content
teachers’ manuscripts is applied, and an interview is carried out with ten reviewers of different
journals to guarantee cross-checking the data collected. The results are analyzed with the regard
to the statistical elements (means, standard deviations) and the percentages presented. The
findings revealed that content teachers’ rejection of their manuscripts are attributed to their
limited level of linguistic and discourse competences. Regarding the linguistic features, reasons
which make content teachers’ manuscripts rejected for publication include their inability to
produce well-structured sentences with the use of appropriate parts of speech and tenses
(linguistic features). For discourse competence, content teachers are unable to build coherent
and cohesive paragraphs (i.e., teachers are not aware of the components which constitute a
paragraph such as a thesis statement, main ideas, supporting details). As a result, a set of
recommendations are provided to address the situation.

The educational system in Algeria has recently witnessed a great shift called a reform which is
characterized by the use of the Competency Based Approach (CBA). Its main objective is to
modernize and promote teaching English to meet the standards of employability requirements,
i.e., a shift from understanding the theoretical concepts (a content based approach) to
developing the ability to process these concepts particularly in the ESP labor situations. Along
this line of thought, the present investigation aims at applying this approach to the contexts of
teaching English for specific purposes in order to meet the standards of employability
requirements. Therefore, this study examines the effect of implementing the CBA in the context
of ESP to help students acquire professional and academic competencies which meet the
standards of the globalization requirements. To glean adequate data for this study, an action
research was undertaken at the department of Political Sciences; M’sila university. The students
were taught English for specific purposes using the CBA during the intervention phase, After
the teaching sessions, students were provided with a post-test which examines their ability to
process information in professional situations. The results collected from both pre –
intervention, post-intervention phases, and questionnaires were analyzed and compared to each
other. The overwhelming bulk of the amassed data from the research instruments have yielded
a wide range of insightful findings. This investigation confirmed that the CBA shares the same
objective of the higher education which is grooming up students from becoming effective
leaders in their chosen field and gaining labor skills.

Most institutions and educational systems have witnessed a great shift towards the
use of ICTs during the Covid-19 pandemic. Due to the restrictions that governments around the
world have imposed in order to maintain social distancing and decrease the spread of this virus,
schools, universities and colleges are now being closed. In the context of teaching English as a
foreign language, educational practitioners are turning now to the use of E-learning platforms
including Mooc, Moodle, and video conference applications such as Google Meet, Zoom, and
Webinar to hold the teaching-learning process. Within these online video conference
applications, new technology tools are particularly designed in order to insure a high level of
students’ autonomy and E-learning engagement. Along this line of thought, the main focus of
this investigation is to explore the effect of implementing new technology tools available in
video conference applications such as Zoom, Google Meet, and Webinar on EFL students’
autonomy and E-learning engagement. For this purpose, a case study including 30 second year
students from the English department of M’sila University (Algeria) was undertaken. To collect
and cross-check the data, a triangulation method was used, including a questionnaire, an
interview and an observation. The data analyses of the research findings revealed that the use
of different technology tools which are provided in the video conference applications help the
participants to process information in meaningful ways, make them more independent by
developing effective learning strategies, transfer skills, and provide them with a great sense of
responsibility. The research demonstrated also a welcoming sign of interest among the students
when using these different video conference application tools

The main focus of this investigation is to explore the effect of
integrating different information and communication technologies on
ESP students’ academic writing. This experimental study was
conducted with a control and an experimental group of students from
the Department of Biology, M’sila University. The students in the
experimental group were asked to use only ICTs (CALL and CMC)
during their academic writing course. On the other hand, students in the
control group were asked to accomplish all the writing stages on paper
only, i.e., as conventionally done. This study used also a focused group
interview to triangulate the data gathered and to understand students’
percep8tions towards the use of ICTs. The analysis of data showed that
the experimental group using ICTs significantly outperformed the
control group. The research demonstrated also a welcoming sign of
interest among the students and, the students were quite motivated to
using ICTs which helped them to improve their academic writing skills.