http://dspace.univ-chlef.dz/handle/123456789/1787 Université Hassiba Benbouali de Chlef / Faculté des langues étrangéres 2026-04-05T22:04:57Z http://dspace.univ-chlef.dz/handle/123456789/2205 A Sociolinguistic Investigation of Students’ Slang Variables and the Attitude towards its Use: the case of English language Master’s students community at Mostaganem University BELKHIR, Meryem People create distinctive groups based on language variation, which is inextricably linked to context. In this connexion, students form their own communities through using slang . The current study revolves around students’ slang variables across level, specialism, and gender as well as the attitudes towards the variety through targeting first and second year Master’s students of English at Mostaganem University. Therefore, the primary contribution of this research is to provide insight into students’ construction of their communities and their the linguistic characteristics within the Mostaganem University context. By following community of practice paradigm, a combination of qualitative and quantitative methods are used in this study. Data was collected from Master’s students using a variety of research tools, including surveys, semi-structured interviews, and observation. The purpose of observation is to document the differences in slang variables across levels and specialism . Semi-structured interviews are conducted to know about gender- based differences in terms of slang features and frequency. A questionnaire is designed to to withdraw Master’s students attitudes towards the use of slang. The findings show that master’s students do not form distinctive communities of practice through using similar slang variables across levels and specialties. It is also shown that male female students use different slang variables and males outscore females in the use of slang, which is thought by most of them to be a means of creativity. 2025-01-01T00:00:00Z http://dspace.univ-chlef.dz/handle/123456789/2123 Integrating Dialogic Literary Argumentation and Metacognitive Strategies as a Means for Enhancing EFL Literature Education in Algeria SAADI, Takoua There has been extensive research on developing sophisticated approaches to teaching literature, particularly in foreign language education. One notable model is dialogic literary argumentation. Additionally, the study of students' increased awareness of their learning has received considerable attention from educational psychologists, with an ongoing focus on maximizing student engagement to create lifelong learners. This thesis investigates the practical integration of dialogic literary argumentation and metacognitive strategies to enhance EFL literature education in Algerian higher education, specifically addressing current challenges with dialogic teaching. The central research question is: "How does the integration of dialogic literary argumentation and metacognition impact teaching and learning outcomes in EFL literature classes?" This research also examines how this combined approach affects student engagement, critical thinking, and argumentation skills. To answer these research questions, the thesis employs an action research methodology with a mixedmethods approach. Initially, interviews were conducted with English teachers from Algerian universities to identify challenges in teaching literature dialogically. Following this, a teaching experiment was carried out with a sample of thirty (30) third-year English license degree students from UHBC, implementing a new approach to address the issues highlighted in the interviews and test the program's effectiveness in student engagement, critical thinking, and argumentation skills. Data collection during the teaching experiment included classroom video recordings, transcripts, observations, questionnaires, and assessment practices. The research followed an exploratory sequential design, beginning with a qualitative analysis of each section of the teaching experience, followed by quantitative analysis using surveys and manual calculations with scoring rubrics or Python programming. Data analysis revealed significant challenges in adopting dialogic teaching methods, including a detachment from didactical practices and student disengagement. However, the integration of dialogic literary argumentation and metacognitive strategies significantly improved student engagement, critical thinking, and argumentation skills, providing a hopeful outlook for the future. The findings suggest the need for comprehensive teacher training and curriculum reforms to foster interactive and meaningful learning environments, thereby enhancing student engagement and interest in literary studies. The study also highlights the powerful interconnectedness between dialogic literary argumentation and metacognitive scaffolds, making the conclusions even more compelling. The study concludes with recommendations for the practical application of this fusion approach and suggests future research to explore its long-term impacts and broader applicability in different educational contexts. A Thesis Submitted in Fulfillment of the Requirement for the Degree of Doctorate in Didactics of Literary Texts 2025-01-01T00:00:00Z http://dspace.univ-chlef.dz/handle/123456789/2122 Adopting a Reflective Approach to Teaching as a Strategy for Effective Classroom Practice: The Case of M’sila Secondary School EFL Teachers Bouguerra, Amel Reflective teaching has been incorporated into teacher education and development programs to challenge technical rationality and allow teachers greater freedom in developing their own strategies based on classroom experiences. This thesis explores the perceptions of secondary school EFL teachers and inspectors regarding the impact of reflective practice and professional development and training programs (PDTP’s) on classroom performance. Using an exploratory approach, data were collected adhering to a mixed-methods approach wherein teacher questionnaires, semi-structured interviews with inspectors, classroom observations, and analyses of professional development seminars were employed. The teacher reflective teaching questionnaire was used to assess levels of reflection and identify teachers with high levels of practical and critical reflection. Further, classroom observations of two reflective teachers assessed the impact of reflectivity on performance. Semistructured interviews explored inspectors' views on implementing reflective approaches in development programs. The study involved 150 EFL teachers and 2 inspectors from the Wilaya of M’sila. Results indicated that teachers demonstrate moderate levels of reflection, employing reflective strategies without full awareness of reflective teaching concepts. Inspectors recognize the value of reflective practices but note that professional development programs promote reflective skills implicitly, influenced by technical rationality orientation. Thesis Submitted to the Department of English in Candidacy for the Degree of LMD Doctorate in Didactics of English language 2025-01-01T00:00:00Z http://dspace.univ-chlef.dz/handle/123456789/2098 An Investigation into the Integration of the EFL Literary Component in Algerian Secondary School Education: Realities and Perspectives Hammadi, Somia Literature is widely recognized as a rich source of authentic material that can be used by language teachers at all learning levels and for several intents. Despite its potential, this resource is still relegated to oblivion in some educational settings, mainly in English as Foreign Language (henceforth, EFL) secondary school classrooms. Many researchers attribute the marginalization of the literary component in language classrooms to the scarcity of studies on its effectiveness. Accordingly, the present study seeks to investigate the incorporation of the literary component of the English language in the Algerian Secondary School education. More precisely, it aims to assess both the quantity and the quality of the literary texts within the secondary school English textbooks and to determine the theoretical orientations of the tasks accompanying these texts. Moreover, it seeks to gauge stakeholders’ perspectives towards integrating literature in the secondary school education. The study adopts the interpretive research paradigm, using three distinct research instruments, namely: textbooks analysis, questionnaires and interviews. For the analysis of results, a mixed methods approach was employed. The findings indicate that the literary component is underutilized in the secondary school education. This is evident from the limited number of the literary texts present in the three English textbooks, which feature outdated topics, restricted objectives, and stagnant language that do not align with the learners’ language aptitudes. Moreover, the majority of secondary school educators and inspectors hold positive perspectives towards the integration of the EFL literary component, signaling a consensus that supports moving forward with incorporating more literature. The study; therefore, suggests incorporating suitable literature into the curriculum, balanced with cognitive and affective learning goals, as a strategic bridge to more complex literary works at the university level. 2025-01-01T00:00:00Z