Doctorat en Littérature Anglaise

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Assessing the Effectiveness of Content and Language Integrated Learning in Higher Education
(Aissa HANIFI, 2026) Khawla LADJEL
Much like technology, English has increasingly been regarded as a vital tool for engaging in the world of science and research. It is now considered a prerequisite for accessing updated research findings, global resources, and groundbreaking discoveries. In response to this growing necessity, the Algerian higher education system has recently adopted policies that promote the integration of English across various academic domains, including the humanities, social sciences, technology, and scientific fields. The objective is to teach subject-specific content through English while maintaining a dual focus on both content mastery and language development. To meet this demand, educators are required to adopt innovative teaching approaches that support the simultaneous development of disciplinary knowledge and English proficiency. One such approach is Content and Language Integrated Learning (CLIL), which refers to teaching subjects such as politics, science, or history through a second or a foreign language with the dual aim of developing both content understanding and language skills. This study aims to assess the effectiveness of CLIL implementation in Algerian higher education, focusing specifically on a case study involving Master’s students in Political Science at the University of M’sila. A mixed-methods approach was employed to collect and analyze the necessary data, providing a comprehensive understanding of how CLIL influences both content acquisition and language proficiency in this context. The data collected from the three research instruments: questionnaires, observations, and tests, confirmed different findings. The results confirmed that both teachers and students encountered challenges related to language proficiency and subjectspecific content integration. The study confirmed also that the exposure to a CLIL syllabus led to a profound understanding of political concepts, theories, and terminology, as well as enhanced linguistic competencies. Finally, the findings indicated that while CLIL fostered a more positive attitude towards learning English, some students and teachers still faced challenges in fully adapting to the approac
The Integration of Automated Writing Evaluation Technology to Enhance Students' Writing Skills: The Case of Second Year English as a Foreign Language Students of Setif 2 University
(2025-05-23) Sara BOUABDALLAH
The current study scrutinized the effectiveness of integrating Automated Writing Evaluation (AWE) technology in developing the writing skills of second-year students of English at Mohamed Lamine Debaghine Sétif 2 University. After interviewing seven teachers of written expression and administering a preliminary questionnaire to 25 students, the findings confirmed that learners indeed face challenges in grammar, vocabulary, mechanics, and overall writing organization. Most students reported receiving little feedback and struggling with self-correction, while teachers noted that providing corrective feedback was time-consuming. Consequently, the integration of AWE technology, specifically the Virtual Writing Tutor tool, was suggested as a remedy. Its effectiveness was investigated through a quasi-experimental pretest/posttest non-equivalent group design, using a mixed-methods approach as a methodological framework to guide the current investigation. Two intact groups, an experimental group (N=37) and a control group (N=37), were selected, and their performance in both pretest and posttest was analyzed across five writing subcomponents: content, organization, grammar, vocabulary, and mechanics. After receiving the treatment of using AWE for 14 weeks, the experimental group outperformed the control group in the posttest. With a statistical outcome derived from the independent samples t-test, a significant difference of p<0.05 was indicated across several subcomponents, especially grammar, mechanics, and vocabulary. These results prove the positive effects of AWE integration on the participants’ writing performance. In addition, the post-experimental questionnaire and interviews demonstrated the learners’ positive perceptions towards using the tool in the classroom, highlighting increased motivation, autonomy, and willingness to continue using AWE in the future. Therefore, EFL teachers are recommended to incorporate Automated Writing Evaluation technology into the classroom to enhance the teaching and learning of writing
Computer-Mediated Communication as a Medium of TEFL for 1st Undergraduate Students in the English Language Department UHBC
(Nacera BENALI REGUIEG / El hadj BOUROUINA, 2026) BENAIRED, Aissa
This study examines the integration of Computer-Mediated Communication (CMC) in teaching English as a Foreign Language (EFL) to undergraduate students, with the aim of assessing its impact on learner engagement, autonomy, and communicative competence. Grounded in Moore’s Transactional Distance Theory (TDT), the research explores how CMC tools such as discussion forums, chat platforms, and collaborative digital spaces mediate psychological and communicative distance between learners and instructors in virtual and hybrid learning environments. Adopting Creswell’s mixed-methods research design, the study combines quantitative and qualitative data collection to provide a comprehensive understanding of CMC’s pedagogical effectiveness. Quantitative data were collected through questionnaires administered to teachers and students, measuring learner motivation, participation, and language performance. Qualitative data were obtained from platform observations and instructor reflections, offering deeper insights into classroom dynamics and instructional strategies. The findings indicate that CMC significantly reduces transactional distance by fostering more interactive, learner-centred experiences. This, in turn, enhances language acquisition and promotes self-regulated learning. Furthermore, the study identifies key pedagogical strategies for optimizing CMC use in EFL contexts, including scaffolding communication tasks, balancing synchronous and asynchronous tools, and sustaining cognitive presence. The study offers practical implications for curriculum development and teacher training, advocating for the thoughtful integration of technology to support meaningful and context-sensitive EFL instruction.
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
(Naimi AMARA, 2025) 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.
Integrating Dialogic Literary Argumentation and Metacognitive Strategies as a Means for Enhancing EFL Literature Education in Algeria
(Soraya HAMANE /Mohammed KHELADI, 2025) 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.
Adopting a Reflective Approach to Teaching as a Strategy for Effective Classroom Practice: The Case of M’sila Secondary School EFL Teachers
(Leila Kara Mustafa / Naima Abila-Amalou, 2025) 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.
An Investigation into the Integration of the EFL Literary Component in Algerian Secondary School Education: Realities and Perspectives
(CHAAL Houaria, 2025) 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.
Promoting Autonomy and Critical Thinking via Literature Circles Strategy in EFL Context. The Case of Third Year UHBC Students of the Department of English
(Samir ARAB, 2025) KADDOUR GUETTAOUI, Safia
Recent educational trends place an emphasis on developing students' higher-order skills in order to foster lifelong learners in a variety of fields, including EFL contexts. Within the domain of literature education, significant transformations have occurred to align with evolving teaching methodologies. This shift is particularly pronounced as literature has demonstrated its efficacy in nurturing essential skills such as critical thinking. Consequently, numerous studies have demonstrated the efficacy of literature circles as a collaborative technique for improving students' comprehension of literature. Thereby, it is vital to evaluate the effectiveness of this method in creating an autonomous learning environment for EFL learners and improving their critical thinking skills. Based on this, the current thesis assumes that collaborative tactics have tremendous potential to improve the educational experience. However, the usefulness of such tactics in Algerian universities Chlef University as a case remains an open subject. Therefore, this research focuses on examining the relevance and efficacy of literature circles in fostering autonomy and critical thinking in EFL classrooms. To evaluate the effectiveness of literature circles, an exploratory sequential mixed-method approach was employed, with three research instruments were used. A classroom observation, which took place in the department of English at the University of Chlef. In the same settings, a questionnaire was administered to seventy third-year students. To gain a deeper understanding of the teaching practices of literature, and a semi-structured teachers’ interviews in the same department. The results show that literature teaching in the English department at Chlef University is more likely to be learner-centered. It also demonstrates that the use of literature circles is present. The findings also show that, while critical thinking does not appear to be a component, it is present in the teaching of literature through group discussions. Furthermore, participants demonstrate a high level of autonomy by delegating their discussions using technological devices. Following the findings, the researcher suggests increasing the use of technology in LCs to meet the needs of 21st century learners.
Using DigitalStorytelling To Enhance Students’ Narrative Writing Performance
(KARA-MOSTEFA BOUSSENNA Leila, 2025) BELDJENNA, Asmaa
This study examines the influence of Digital Storytelling (DST) on the writing performance of second-year undergraduate students of English at Hassiba Ben Bouali University in Algeria. The study adopted a Solomon four-group design, with 100 students equally distributed among four groups. Additionally, 44 teachers voluntarily completed an attitude survey on DST’s implementation. The study intended to assess the impact of DST on students’ narrative writing performance, explore its capacity to cultivate an effective learning atmosphere and investigate attitudes on its incorporation in Algerian higher education. Statistical tests such as analysis of variance ANOVA, analysis of covariance ANCOVA, and an independent sample t-test were conducted to investigate the effects of the pre-test and treatment. The results demonstrated that the experimental groups outperformed the control groups in narrative writing, significantly improving organization, language use, conventions, and creativity. Observational data validated the efficacy of DST as a meaningful teaching tool, while also highlighting areas of improvement. Both teachers and students held positive attitudes toward the implementation of DST in writing classrooms. This study provides valuable information for educators and policymakers who are contemplating the incorporation of digital technologies into teaching languages for an effective and meaningful learning environment.
Cultural Identity and Self-Discovery in Diaspora Literature: A Comparative Study of Female Protagonists in Randa Abdel-Fattah’s Does My Head Look Big in This? and Leila Aboulela’s Minaret
(Naimi AMARA, 2025) ELKATEB, Nesrine
This dissertation examines the negotiation of cultural identity as it is represented in diaspora literature, with a particular emphasis on the novels Minaret, authored by Leila Aboulela, and Does My Head Look Big in This? penned by Randa Abdel-Fattah. Through a rigorous comparative analysis, the research delves into the multifaceted ways in which the protagonists, Najwa and Amal, adeptly manoeuvre through the complexities associated with identity formation, acculturation processes, and the phenomenon of assimilation within their distinctive diasporic societies. Drawing extensively on the theoretical frameworks established by Miriam Cooke’s Muslim Feminism and Gloria Anzaldúa’s Borderlands theory, this study critically examines the cultural hurdles encountered by Muslim women residing within the diaspora. Utilizing literary and comparative analytical approaches, this dissertation demonstrates that Najwa’s individual path is marked by a crucial change from choosing to fit into the larger societal customs to a significant return to her spiritual foundations, whereas, in contrast, Amal’s conscious decision to wear the hijab symbolizes her strong stand against the expectations of assimilation and represents a declaration of her cultural autonomy. The insights provided in this dissertation are pivotal in shaping the dialogue around diaspora literature and cultural identity, revealing essential strategies of acculturation that individuals within the diaspora adopt. The dissertation concludes by emphasizing the dynamic and fluid nature of cultural identity as it exists within the diaspora, while also advocating for future scholarly research that seeks to explore additional dimensions of diasporic identity across varied cultural contexts.
Promoting Autonomy and Critical Thinking via Literature Circles Strategy in EFL Context. The Case of Third Year UHBC Students of the Department of English
(Samir ARAB, 2025) KADDOUR GUETTAOUI, Safia
Recent educational trends place an emphasis on developing students' higher-order skills in order to foster lifelong learners in a variety of fields, including EFL contexts. Within the domain of literature education, significant transformations have occurred to align with evolving teaching methodologies. This shift is particularly pronounced as literature has demonstrated its efficacy in nurturing essential skills such as critical thinking. Consequently, numerous studies have demonstrated the efficacy of literature circles as a collaborative technique for improving students' comprehension of literature. Thereby, it is vital to evaluate the effectiveness of this method in creating an autonomous learning environment for EFL learners and improving their critical thinking skills. Based on this, the current thesis assumes that collaborative tactics have tremendous potential to improve the educational experience. However, the usefulness of such tactics in Algerian universities Chlef University as a case remains an open subject. Therefore, this research focuses on examining the relevance and efficacy of literature circles in fostering autonomy and critical thinking in EFL classrooms. To evaluate the effectiveness of literature circles, an exploratory sequential mixed-method approach was employed, with three research instruments were used. A classroom observation, which took place in the department of English at the University of Chlef. In the same settings, a questionnaire was administered to seventy third-year students. To gain a deeper understanding of the teaching practices of literature, and a semi-structured teachers’ interviews in the same department. The results show that literature teaching in the English department at Chlef University is more likely to be learner-centered. It also demonstrates that the use of literature circles is present. The findings also show that, while critical thinking does not appear to be a component, it is present in the teaching of literature through group discussions. Furthermore, participants demonstrate a high level of autonomy by delegating their discussions using technological devices. Following the findings, the researcher suggests increasing the use of technology in LCs to meet the needs of 21st century learners.
Diaspora, Identity, and Technology in selected American Novels: Radiant Fugitives by Nawaaz Ahmed and Brown Girls by Daphne Palasi Andreades
(Fethia Braik, 2025) Meddahi, Radhia
Because it is a melting pot of diverse ethnicities and cultures, America's story with Diaspora became an attractive topic for academic discussions. This paper seeks to position itself in the discourse by providing its own analysis and understanding of the diasporic paradigm in America and its connection with identity and technology. The study examines several ideas related to the scattering such as family and home, by critically analyzing two recent American novels: Radiant Fugitives by Nawaaz Ahmed (2021) and Brown Girls by Daphne Palasi Andreades (2022). To illuminate the diasporic framework and its content in both novels, the research invests on Diaspora criticism, contemporary data and literary samples. It thoroughly analyzes textual pieces of evidence from the cases of the study, an approach that gives the research its qualitative analytical nature. The present work aims to define Diaspora, and to scrutinize characters' diasporic experiences from multiple personal and professional angles. It also explores how scattering influences identity and the application of varied technologies. Therefore, it presumes that Diaspora is the dominant force in characters' lives, the molder of their identities and the conductor of their technology usages. The research reveals that diasporic journey touches many facets of characters' lives, and even complicates them. Their self-conceptions and life experiences are reflections of this complicated experience. The research sheds light on the characters' interaction with gadgets, travel tech, websites and application in relation to Diaspora. Accordingly, it contributes to the inspections about Diaspora by explaining and acknowledging its complexities, contradictions and imprints. Moreover, since it examines two 2020s literary works, it provides updated insights. By the end, the dissertation offers an inclusive definition of Diaspora and its effects by determining it as a circuitous phenomenon due to its challenging patterns.
Above Nature and Beneath Technology: A Posthumanist Reading of Octavia Butler’s Parable Duology
(Houaria CHAAL, 2025) OURNID, Soumia
Since the dawn of time, humans have been involved in an everlasting struggle to assert and secure their place in the universe. This struggle is most evident in humanism and the continental philosophies it has influenced. By positioning the human as the center of the universe, humanism has triggered challenges to this anthropocentric worldview. These debates that often revolve around the quarrel between humans and nature have expanded in recent centuries to include a third element, which is technology. Technological development started to accelerate during the Industrial Revolution and has continued unrelentingly to now wields an overwhelming influence on contemporary life. The limitations of humanism in addressing existential questions, particularly in the light of unprecedented technological advancement, gave rise to the emergence of posthumanism as a philosophical trajectory. This thesis aims to explore the representation of the universal hierarchy and human survival in American speculative fiction. Specifically, the study conducts a textual analysis of Octavia Butler’s duology, Parable of the Sower (1993) and Parable of the Talents (1998), through a posthumanist lens. Set in an apocalyptic future, these novels portray a world where humanity struggles for survival, evoking, hence, discussions about human, natural, and technological interactions. The study demonstrates the application of the posthumanist theory as a framework for literary analysis, offers insights into humanity’s place within the non-human world, and challenges traditional notions of superiority and inferiority.
Teaching Drama to Enhance Listening Comprehension and Communication Skills to 3rd Year LMD Students of the University of Mostaganem
(Nacera BENALI REGUIEG, 2024) BAHRAOUI, Soumia
It has been said that those who possess the ability to hear what others say, do not always actively listen and grasp the words uttered. The same thing goes for those who have the ability of growing their knowledge and have plenty of information but they do not think critically all the time. Teachers ought to focus on learning which helps students acquire and use knowledge. In other words, effective educational practices give learners access and the opportunity to develop their language skills. Role-playing (RP) is the most reliable technique that any teacher of oral expression (OE) can think of incorporating into their classrooms as it obliges learners to take on roles in different plays and enables them to replace their daily identity by a different one to mainly overcome their shyness and inhibitions. In this case, the characters they portray during a role-play permit them to be free from their real identities to defeat their shortcomings and weaknesses. Using developed strategies is crucial to strengthen the listening ability as well as activate procedural knowledge of strategy use. The present study aims to examine the extent and importance of implementing dramatic techniques into OE classes as well as teaching learners new and skilful listening strategies for the enhancement of listening comprehension and speaking skills. It also investigates whether the use of audio-visual materials could help and whether teachers use such technological tools in their classroom. For the data collection, a mixed-methods research approach are employed in which different data collection tools are used and directed to only a sample of research subjects in order to constrict the scope of the study. First, questionnaires were handed to both, third year LMD students and OE teachers to identify and investigate their opinions on and attitudes towards the OE class and having the right technique to enhance the listening skill and adopting dramatic techniques such as improvisation and RP. Second, classroom observation sessions were organized to observe the classroom practices of learners during the activities implemented through role-plays, improvisation and storytelling as the new methods in OE. After that, a simple experiment was carried out to demonstrate the role of teaching listening strategies and practicing RP technique in developing both listening comprehension and speaking performance. The results of the data analysis reveal that EFL teachers are more dependent on traditional ways such as free topics and class discussions whereas learners are interested and eager to have OE as a module but not motivated or encouraged to learn strategies that might ameliorate their listening abilities. Since both listening and speaking skills go hand in hand, this study highlights the importance of ameliorating learners’ abilities to promote their language proficiency in speaking and listening. This study draws attention to the significance of including dramatic techniques such as RP in class to foster and develop IV learners’ listening abilities by being creative and adopt instruction-based approach while teaching as well.
THESIS SUBMITTED TO THE DEPARTMENT OF ENGLISH IN CANDIDACY FOR THE DEGREE OF DOCTORATE IN GENERAL AND COMPARATIVE LITERATURE
(BOUKHELEF Faiza, 2024) ZIANE BOUZIANE, Latifa
Since the COVID-19 pandemic has dispersed the population around the world, literature has been a source of comfort for many. At a time when so many people are geographically separated, literature helps to promote a sense of community. The aim of this thesis is to investigate how contemporary literature represents, portrays, and depicts the world during pandemics. Following a comparative approach, this thesis sheds light on two contemporary works attempting to compare the impact of the pandemic through an analysis of Blindness by José Saramago and Bird Box by Josh Malerman. This thesis uses reader response theory to interpret the reception of pandemic literature. The thesis also applies the theories of trauma and resilience to analyse the novels. Trauma and resilience theory explores how individuals and communities cope with and respond to traumatic events, such as the pandemic, and examines into the psychological and emotional aspects of survival and resilience in the face of adversity. By employing these theories, the thesis aims to understand the behaviour of the characters and the impacts the pandemic has on their lives, shedding light on the experiences and responses of individuals during challenging times. These two sources discuss the impact and effects of the pandemic on various aspects of society. The analysis of contemporary literary depictions of pandemics, as illustrated in the novels Blindness and Bird Box, reveals compelling insights into the human experience during such crises. Both narratives seek into the psychological and emotional toll of a pandemic on individuals and societies, shedding light on the challenges of socialization, mental health, and the dynamics of collective action in the face of an invisible threat. The portrayals in these works provide a nuanced understanding of the complexity of human responses to pandemics and offer poignant reflections on the resilience and fragility of the human spirit amidst pandemic traumas.
Womanism and Identity Reconstruction of the Black Female Explored in the Afrofuturistic Trilogy of Binti by Nnedi Okorafor (2015)
(Aissa Hanifi, 2024) Gafour, Zahra Ines
Afrofuturism, rooted in the 19th century, critically examines and reshapes African and African American identities through futuristic narratives, emphasizing Afrocentric perspectives. It challenges stereotypes, celebrates diversity, and imagines empowered futures where Black women actively redefine their identities. This research explores the multifaceted nature of identity and its deconstruction process with a major focus on Black females. The study further centers on Womanism, a term coined by Alice Walker that emphasizes Black women's unique experiences, struggles, and resilience. The combined examination of Afrofuturism and Womanism is significant, given that previous studies have focused on each movement individually, leaving their intersection largely unexplored. At the core of this research is the proposal of an Afrofuturist Womanist Manifesto, which stands out as a significant finding due to its innovative approach to addressing the current scholarly gap. This framework catalyzes self-discovery and empowerment within Afrofuturism and Womanism, facilitating transformative growth. The essence of this Manifesto finds transcendence and celebration in the compelling narrative of Nnedi Okorafor's acclaimed Binti Trilogy (2015-2018). The tale unfurls not merely as a splendid fusion of science fiction and African cultural richness but also as a profound odyssey into the realms of Black female identity. Within the Afrofuturistic tapestry meticulously woven by Okorafor and viewed through a multidisciplinary lens, this study employs a multifaceted methodology, integrating descriptive, analytical, and quantitative approaches with discourse analysis to delve into the intricate ballet of identity reconstruction, tracing the protagonist's journey through the cosmic interplay of tradition, modernity, and self-discovery. This thesis embarks on the journey of Binti, a youthful Himba spirit resonating with womanist echoes, navigating a transformative expedition that entwines the paradox of ancestral sagacity and futuristic enlightenment, exemplifying the principles articulated in the proposed Manifesto.
Delineating Life Stories through Embedded Narratives & Polyphony: An Aesthetic Sailing into Elif Shafak’s The Forty Rules of Love
(Nabila NAIMI, 2024) ZOUICHENE, Rahma
Considered as a historiographic metafictional work, The Forty Rules of Love (2010) by Elif Shafak stands as a window throughout which history can be glanced at, from an imaginary side. Through the employment of embedded narratives, a multi-directional shuttling between historical biographies and realities, and metafictional stories, have been made. These stories drifted apart in time and place, but they coalesced in context, i.e. human life, and the human condition. In other words, Shafak’s bestseller plunges into life stories through the use of disrupted and nested narrative techniques. The narrative layers unveiled that the thirteenth century and the twenty-first one share common maladies resulting from political turmoil, religious crises, and social unrest. In times like these, East and West, diagnoses end up questing for similar remedies for collective symptoms of alienation, dualities and existential crises that people suffer from. Past and present, Neoplatonic love and taking a leap of faith are believed to be the principal elements in the curing recipe. Withal, the narrative was unfolded through multiple voicing, offering equal chances for characters to unfold what the story holds in its pleats, based on their individual engagements in it and what appeared to them from the angle they occupied. This narrative democracy was employed by Elif for the purpose of stitching cultural ruptures with the thread of New Sufism, an ideology that came to existence to ‘universalize’ Islam and to pave its way up to the West, utilizing Rumi’s (mis)translated works as an instrument. By and large, the Turkish writer’s narrative thrived at penetrating the Western literary market and proved to be capable of wavering out of the Oriental cocoon; Nevertheless, doing so, a resulting internal binarism was created, splitting the Sufi minority from the non-Sufi majority, inside of the same social platform. Through the postmodern loop, using Bakhtin’s theories on polyvocality, Kierkegaard’s religious existentialism, and multi-layered tellability approaches, this thesis aims at unfolding the mysteries of the juxtaposed life stories being laid down in The Forty Rules of Love out of motivation for measuring the capability of globalization to blur what is local. For this, an aesthetic qualitative in-depth data analysis is going to be conducted, based on Jung and Sinclair’s definitions and project on modern Muslim subjectivities, to locate the contributions of Shafak’s work to the Rumi phenomenon. Eventually, conclusive results would unveil the aforementioned narrative’s successes and flaws regarding universalism, narrative vocal democracy, and intra-faith pluralism.
Facilitating Literature Instruction through Cloud-based Animation Platforms. Case Study: Generation Z Students of EFL Literature at Chlef University’s Department of English
(Leila KARA MOSTEFA-BOUSSENA, 2023) SADOUNI, Belkacem Billel
Student engagement solidified itself as a major precursor for academic growth and success across the past few decades. Indeed, a learner who is behaviorally, cognitively, and emotionally engaged will indisputably prosper academically. Still, the extent to which a learner is engaged is subject to multiple intrinsic and extrinsic factors, including his or her perception of the subject matter being taught, and the manner in which the task in question is performed. Education-wise, the rise of technology and its adoption in all aspects of daily life has caused a gradual deterioration of interest and receptiveness towards the classic modes of instruction among the latest generation of learners, particularly when text-based disciplines such as literary studies are involved. This study assesses the tremors of this phenomenon among generation Z learners of literature. It takes place at Chlef University’s department of English through a mixed methods design built upon direct classroom observation, a student questionnaire, and an online questionnaire involving several internal and external teachers of the discipline. The primary results indicate that a majority of the participants manifests little to no signs of interest towards the matter in question. The same results also point towards the existence of a causal relationship between the observed students’ digital nature, their perception of literature as a discipline, and their resulting disengagement and negative attitude towards its study. Accordingly, this study proposes the adoption of cloud-based animation platforms as a countermeasure against the observed problem based on the premise that videos have already been proven pedagogically beneficial across multiple studies. It also analyses the extent to which the features offered by these animation platforms could enable teachers to tip the scales in favor of achieving a more engaging and active learning environment with said generation.

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