- [FLLA-ANG] Théses de Master II

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Algorithms as Language Managers: The Linguistic Penalty and the Rise of Anti-Bot Language, in Algerian EFL Academic Writing
(2026) Mansouri Rayane Moussa
Universities across the world are deploying Artificial Intelligence (AI) detection tools to manage academic integrity. In Algeria, where English is taught as a foreign language (EFL), this policy has created an unexamined problem: the same writing features that EFL instruction builds into students, formulaic phrasing, standard transitions, and structured argument, are the features that detection software flags as machine-generated. This study investigates that contradiction, examining what the anti-bot language register looks like in student writing, and how Algerian higher education students and educators respond to detection pressures. The research employed a mixed-methods design, collecting data through a 21-item Likert questionnaire completed by 23 EFL students (Cronbach's α = .772), semi-structured interviews with a group of four students and two educators, non-participant observations at three academic sites, and writing sample analysis using aidetector.com. Two groups of student writers were compared: one that produced natural, unmonitored academic writing, and one that wrote knowing their text would be scanned. Results indicate that naturally written EFL essays were classified as AI-generated , despite being fully human-authored. Conversely, texts written under detection pressure, full of deliberate errors and structural disruptions, students reported consciously changing their writing style when scanned, and that writing for a detector feels fundamentally different from writing for a reader. Educators confirmed these patterns from the classroom perspective. Ultimately, this study demonstrates that better EFL academic writing is more likely to be flagged as AI-generated than deliberately degraded writing. This is not a minor technical error. It represents a structural consequence of how detection tools work, disproportionately panelizing the students who have worked hardest to master academic English
Algorithms as Language Managers: The Linguistic Penalty and the Rise of Anti-Bot Language, in Algerian EFL Academic Writing
(2026) Mansouri Rayane Moussa
Universities across the world are deploying Artificial Intelligence (AI) detection tools to manage academic integrity. In Algeria, where English is taught as a foreign language (EFL), this policy has created an unexamined problem: the same writing features that EFL instruction builds into students, formulaic phrasing, standard transitions, and structured argument, are the features that detection software flags as machine-generated. This study investigates that contradiction, examining what the anti-bot language register looks like in student writing, and how Algerian higher education students and educators respond to detection pressures. The research employed a mixed-methods design, collecting data through a 21-item Likert questionnaire completed by 23 EFL students (Cronbach's α = .772), semi-structured interviews with a group of four students and two educators, non-participant observations at three academic sites, and writing sample analysis using aidetector.com. Two groups of student writers were compared: one that produced natural, unmonitored academic writing, and one that wrote knowing their text would be scanned. Results indicate that naturally written EFL essays were classified as AI-generated , despite being fully human-authored. Conversely, texts written under detection pressure, full of deliberate errors and structural disruptions, students reported consciously changing their writing style when scanned, and that writing for a detector feels fundamentally different from writing for a reader. Educators confirmed these patterns from the classroom perspective. Ultimately, this study demonstrates that better EFL academic writing is more likely to be flagged as AI-generated than deliberately degraded writing. This is not a minor technical error. It represents a structural consequence of how detection tools work, disproportionately panelizing the students who have worked hardest to master academic English.
Approaching the Reader-response Criticism through the Teaching of Fictional Prose
(2021) Nour El Djihene KERMAD; Chaimaa SELLAKH
Literature plays a great role in the EFL curriculum, for it is a proper material subject for language learning process. The teaching of literature demands the proficiency and control of language skills in addition to the reading of literary texts that is a fundamental in its process. Nonetheless, students may encounter difficulties in this process, mostly due to lack of using methods and strategies in teaching literature in order to develop students’ thinking capacities, as to selecting inadequate literary materials. Therefore, they accomplish negative outcomes in their learning. On account of, this research aims to introduce the reader-response theory as an effective critical method in teaching literature for Algerian EFL context and to show how this theory influence students’ ability to experience relevance in their learning process, and to acknowledge them as critical readers. The current research employed a questionnaire addressed to both master one and two literature and civilisation students at the English department at Djillali Liabes University of Sidi Bel Abbes, a classroom observation and an interview for teachers from the same department, for gathering both quantitative and qualitative data. The results obtained from all the data methods analysis accorded on the basis that using the target theory in teaching literature, more particularly fictional prose is essential and valuable for the future of the Algerian EFL literature classroom, as it serves positively both the teaching and learning process. Adopting the reader-reaction activates EFL students to be conscious in their communication as readers with texts; they would be utterly culturally competent. for this reason, it is suggested to proceed the target theory with other different literary genres or EFL Algerian pedagogical settings in order to create positive outcomes of literary awareness.
Challenges of Developing the Reading Skill in English as a Foreign Language among Algerian Primary School Learners– Case of study Merradi Mohamed School
(2026) Meriem KERROUM; Henia BENCHIKH
This dissertation investigates the challenges faced by primary school teachers in teaching reading in English and explores the strategies and pedagogical approaches used to overcome these challenges. The study aims to provide insights into the specific difficulties encountered in English language instruction at this stage of primary education and to offer practical recommendations for enhancing the teaching and learning experience. This study examines also methodological approaches to developing reading skills in primary school learners. The components of reading proficiency—reading fluency, conscious reading, expressive reading, text comprehension, and retelling—are analyzed from a scientific perspective. The effectiveness of phonetic exercises, text-based instruction, differentiated tasks, and interactive learning strategies in improving reading literacy is demonstrated. Considering the developmental and psychological characteristics of young learners,A mixed-methods approach was employed in the research methodology, combining surveys and classroom observations. Data was collected from a diverse group of teachers working in various primary schools in the province of Sidi Bel Abess, during the academic year 2025-2026. The analysis of the data involved both qualitative and quantitative techniques to provide a comprehensive understanding of the challenges and effective practices. The findings reveal several significant challenges faced by teachers in teaching English to primary school pupils. These challenges include limited vocabulary acquisition, difficulties in sentence formation and grammatical structures, low motivation and engagement, and varying levels of language proficiency among students.The study highlights the importance of teacher professional development and collaboration in effectively implementing these strategies. The implications of the findings suggest the need for curriculum enhancements, resource allocation, and support for teachers in effectively teaching English to primary schools pupils. This study contributes to the existing literature on English language education in primary schools and provides practical insights for policymakers, curriculum developers, and educators to improve the quality of English instruction in primary school level.
Dreams and the unconsconscious in wide sargasso sea: a psychoanalytic - feminist study
(2026) SHOUROUK HENNOUS
The present thesis examines the role of dreams and fragmented narration in Wide Sargasso Sea from a psychoanalytic-feminist perspective. It investigates how Jean Rhys employs the unconscious as a narrative space through which female subjectivity resists patriarchal and colonial forms of oppression. While previous scholarship has predominantly focused on postcolonial and feminist interpretations of the novel, this study redirects attention towards the psychological significance of dreams as modes of unconscious expression rather than mere manifestations of madness or emotional instability. The methodology combines psychoanalytic theory, feminist narrative criticism, and close textual analysis. The study primarily draws upon Sigmund Freud’s theories of dreams, repression, and the unconscious, alongside Jacques Lacan’s concepts of the Symbolic Order, the Imaginary, and fragmented identity. This interdisciplinary framework facilitates a deeper exploration of trauma, repression, silence, and psychological resistance within the novel. Through an analysis of recurring dream sequences, fragmented narration, and symbolic imagery, including fire, mirrors, and forests, the thesis demonstrates that dreams function as alternative spaces in which suppressed fears, desires, and conflicts of identity emerge despite social and symbolic constraints. Furthermore, the study reveals that Rochester’s narrative authority and his renaming of Antoinette constitute forms of symbolic violence aimed at erasing female subjectivity. Ultimately, the thesis argues that Wide Sargasso Sea transforms the unconscious into both a psychological and political site of resistance through which a silenced female identity seeks to reclaim voice, agency, and selfhood
Enhancing Learners’ Receptive and Productive Skills through Incorporating Cinematic Literature in EFL Classroom: the Case of Master Literature at Djillali Liabès University
(2021) Azzeddine Sekrane; Zakaria Islem Khori
This thesis deals with the topic entitled “Enhancing Learners’ Receptive and Productive Skills through incorporating Cinematic Literature in EFL Classroom: the Case of Master Literature at DJILLALI LIABES University. The desire to carry out this research stems out from reflections on the way English literature is being taught in the Algerian EFL classroom, which is the traditional teacher-centred approach. The researchers aims at investigating the incorporation of cinematic literature in EFL classroom and its effectiveness at enhancing EFL learners’ listening, speaking, reading, and writing abilities (Receptive & Productive skills). The present enquiry follows a mixed method approach. Mainly focusing on the impact of implementing adapted films as a tool for teaching literature, and its benefits on foreign learners, supported by a semi structured online questionnaires for both master one/ two students and the second research instrument is a semi structured recorded interview for the EFL teachers at the level of DJILALI LIABES Faculty of Letters, Languages and Arts, Department of English. The research tools aims to explore the learners’ different point of views, likewise the teachers’ interview to check their responses and build out of it results. This study is established on the year of (2020-2021). And it indicates that the majority of responses are aware of the benefits of cinematic literature on improving learners’ skills, Based on the findings, the researcher recommends using cinematic literature as a technique to enhance an amount of skills for the students as well utilizing adapted films in the English literature teaching process. This study includes suggestions of a lesson plans using film adaptations of novels, short stories or plays — with discussion questions and Assignments for further researches.
Exploring Inspirational Teaching and its Contribution to Enhancing EFL Students’ Lifelong Learning Competencies: A Case Study of EFL Students and Teachers in the Department of English(Djillali Liabes University of Sidi Bel-Abbes)
(2026) Mohammed FODIL
The enhancement of students’ motivation and engagement has become an important concern in contemporary language education. Accordingly, this research aims to investigate EFL students’ perceptions of inspirational teaching and its role in shaping their academic engagement, attitudes towards learning, and lifelong learning tendencies. Indeed, the study explores how inspirational teaching can be enhanced among teachers and how it contributes to the development of EFL students’ lifelong learning competencies in an ever-changing world. This study employed a mixed-methods approach, triangulating both quantitative and qualitative methods to collect comprehensive data through students’ structured questionnairesand teachers’ semi-structured interviews enriched with a storytelling perspective. The population of the study consisted of 41EFL students and 15 EFL teachers from the Department of English. The findings revealed that inspirational teaching plays a significant role in fostering lifelong learning among EFL students by enhancing their motivation, engagement, confidence, and willingness to learn beyond classroom boundaries. The results further demonstrated that exposure to learner-centred practices, supportive classroom environments, and inspiring teacher models may contribute to the promotion of inspirational teaching qualities among both EFL teachers and pre-service teachers. Overall, the study highlights the importance of inspirational teaching as an approach capable of influencing students academically, personally, and professionally, while offering valuable implications for teacher education and EFL pedagogy.
Exploring the Effectiveness of Reflective journaling as an instructional strategy to Improve EFL Learner’sSpeaking Performance In Middle School Education in Sidi Bel Abbes
(2026) Amina Souhila KALALIZ
Speaking performance is a key element to communicate effectively and understand any language. Recently, English has gained increased prominence within the Algerian educational system, which is considered a valuable step towards global communication. Yet, Algerian EFL middle school learners face many difficulties with speaking performance specifically in its components, which are fluency, accuracy, vocabulary, and pronunciation due to many psychological, linguistic and pedagogical factors. Reflective journaling could be used as an instructional strategy in the EFL classroom, where it enables learners to become aware of their own speaking experiences and performance, then identify the root cause behind them, and finally have a plan to self-regulate. This research intended to explore the effectiveness of using reflective journaling as an instructional strategy to improve speaking performance components which are fluency, accuracy, vocabulary, and pronunciation among Algerian EFL middle school learners. It also explored both teachers’ and students’ perceptions in the use of this strategy in EFL classrooms. A mixed-methods action research design was adopted, involving a 4-session intervention, pre- and post-intervention questionnaires, and structured reflective journals conducted with 10 middle school learners at “Académie 22 Private School” in Sidi Bel Abbès. In addition, classroom observation examined learners’ behavior during sessions, and semi-structured interviews investigated 8 EFL teachers' perceptions. After collecting the data, the quantitative results were analyzed descriptively, while the qualitative data were analyzed thematically. The findings showed an obvious improvement in learners’ speaking performance components, along with an increase in speaking confidence and a decrease in foreign language Anxiety. Classroom observation reported high learner engagement, and both teachers and students perceived this strategy as effective in the EFL classroom. Overall, these results indicate that reflective journaling is an effective strategy for speaking performance development in Algerian EFL learners. Despite of the positive results, the study faced limitations such as a small sample size, a short intervention period, and the absence of a control group.
Language and Emotions Dynamics in a Multilingual Context: Evidence from EFL Learners of Djillali Liabes University
(2026) Melih Thanaa; Bensaid Insaf
The present investigation seeks to analyze the interplay between language and emotions among EFL students at Djillali Liabes University of Sidi Bel Abbes. This research is threefold aiming to investigate how language can serve as an emotion’s regulation tool; explore the awareness of one’s inner emotions and analyze how multilingual students navigate their emotional expressions end experience through different languages. To check out the validity of the set hypotheses, a mixed-method approach has been adopted. The inquiry has collected and analyzed qualitative data gathered through three different semi-structured interviews directed to six EFL students, five English language chers and nine psy-chologists, in addition to the quantitative data obtained through EFL student’s questionnaire answered by seventy-nine participants from the English department of Sidi Bel Abbes Uni-versity. The results reveal that emotions are deeply connected to language as the latter is often used as tool for controlling and regulating them mainly through performing self-talk. In fact, native language carries more emotional weight, while foreign languages offer a mental buf-fer, making it easier to deal with those emotions. It is worth noting that learning new emo-tional terms in different languages can completely shift the way a person perceives and navi-gates their emotions, giving them new perspectives to understand them. Multilingual EFL students often shift between languages depending on which emotions they are experiencing and the level of their intensity. Finally, being multilingual does not just affect the way we communicate, it also affects how we feel, how we control our emotions and shapes our emotional experience as well.
SpeakingtotheWorld:EnglishinCommercialSignage and the Construction of Global Identity. Casestudy:Sidi-Bel-Abbès
(2026) Romeissàa Daho; Nour ElHouda Hanaa Taibi
The present study examines the sociolinguistic landscape of the use of Englishon commercial signage in the city of Sidi Bel Abbès, within the context of contemporary linguistic practices and globalization. It focuses on the linguisticchoices made byshop owners and aims to understand why English is increasingly used in commercial spaces, despite the existence of the law on Arabization. Indeed, although official language policy advocates the use of Arabic in public signage, the results of the investigation confirm that this regulation is not sufficiently respected or implemented within the commercial landscape of Sidi Bel Abbès. Furthermore, this investigation examines the representations that both shopkeepers and customers have regarding the use of English as a display of commercial activity; and the results have shown that the use of English is associated with modernity, prestige, and commercial appeal. This explains its increasing visibility in the socio-commercial landscape in recent years.
Teaching English Culture Through Literature in Islamic Countries Arabian Sands as case study
(2026) Nadjet Besbas
English has become a global language and learning it is very important. However, an important question is whether learning English also means learning the culture of English-speaking people, either consciously or unconsciously and how this may affect learners’ cultural identity.In the Arab world, this issue is very important because of its long relationship with English-speaking countries, its strong local culture and language, its large expatriate population and the rapid changes in society. Teaching a language is usually connected to teaching its culture, but in many cases English is taught without focusing on its cultural aspects. Many students can speak English and pass exams, but they may not know much about the culture behind the language.This study investigates the role of literature in teaching English culture in Islamic countries. It is based on the assumption that learning a foreign language is closely related to understanding its culture. Therefore, this research aims to explore how literary texts can be used as an effective tool to introduce English culture while respecting the values and traditions of Islamic societies.The theoretical part of this study focuses on the relationship between language and culture as well as the importance of literature in English language teaching. It also discusses the challenges of teaching a foreign culture in Islamic contexts and highlights the role of literary texts in developing learners’ cultural awareness.The practical part adopts a quantitative and qualitative research approaches. A questionnaire was administered to a sample of primary school teachers in order to investigate their attitude towards the use of literary texts in teaching English culture.The findings reveal that although teachers recognize the importance of integrating culture in language teaching the use of literary texts remains limited in the classroom. That’s why the study recommends promoting the use of literature as a means of teaching English culture in a way that respects learners’ cultural and religious background as well as providing teachers with appropriate training and guidance.
Teaching through tales: Perceptions of Primary EFL Teachers on Story-Based Learning for Stimulating Emotional Intelligence, Imagination and Language Development among Young Learners
(2026) BERRAHMA Hanaa Soundouse
This research project aims, in broad terms, to investigate how story-based approaches are implemented and positioned in the Algerian primary EFL settings, as a purposive sample of EFL teachers (n = 11) from several Ministry schools around Algeria provided their own perceptions about narratives as a suitable source for teaching young EFL learners. Building upon previous studies about story-based teaching for children, a primary assumption underlying this dissertation is to view narrative intervention as a learning process that embodies language familiarity, emotional engagement, imagination support, and spontaneous language use. In this regard, it is perceived that primary EFL teachers, who are expected to guide, communicate, and share their knowledge, would reconsider story-based learning in nurturing young learners' emotional intelligence and imagination development. Another related objective is examining teachers' mediation in relation to story-based learning,interpreting carefully their observations on class response and classroom practices according to the official curriculum instructions. From this standpoint, a primary concern in this study is to construct a comprehensive account of how teacherclassroom practices connected with institutional instructions are influencing young learners' emotional, imaginative, and cognitive engagement. To this end, data were collected and analyzed using quantitative and qualitative measurements, which included basic descriptive statistics of questionnaire results and content analysis ofcurriculum. Questionnaire results demonstrated, to some degree, participants' positive perceptions on story-based approaches for young EFL learners. Further critical analyses of qualitative data signified how participation could suggest emotional and imaginative responses, critical thinking, and early reader response behavior. Interestingly, theoretical frameworks also indicated how certain changes in attitudes occurred mostly through narrative exposure, inviting a transaction between the learner and the story. Finally, thematic analysis of combined data sources revealed three central themes, which reflected the affective value of stories, their linguistic benefits, and the classroom constraints that shape their use.
the psychological effects of reading literature on university students
(2026) Mellah Farida Fatima zahraa; Belkenadil Assia
This dissertation studies the psychological effects of reading literature. It looks at how reading stories can affect feelings, thoughts, and behavior. The study shows that literature can improve empathy, imagination, and emotional understanding. It can also reduce stress and help readers think about other people’s experiences. To collect data, a student's questionnaire was used as a research tool. It helped us understand viewpoints of students on reading literature and how it affects them. It was able to get an answer to confirm and test our hypothesis. Finally, the results were analyzed, and general recommendations were provided to facilitate the learning process through the psychological effects of reading literature on university students.
The Use of the Mother Tongue as a Pedagogical Tool in EFL Classrooms and Its Impact on Learners’ Engagement: A Case Study of First-Year Middle School Learners at El-Kabir Abdelkader Middle School
(2026) Kheira Mazouz; Nadia Boukheddimi
The present study explores the use of the mother tongue as a pedagogical tool in the EFL learning process and examines its impact on learners’ engagement. Following a descriptive research design with an exploratory nature, the study focuses on First-Year EFL Middle school learners taking El-Kabir Abdelkader Middle School as a case study. It uses classroom observation, interview, and a questionnaire to gather data on how teachers and students perceive this subject. The sample of the study was determined using a non-probability sampling technique, specifically convenience sampling, which resulted in the selection of 50 students and two teachers. The findings revealed that the use of the mother tongue in the EFL classroom as a pedagogical tool is guided with purposeful intentions and limited within a contextual framework that promotes students’ learning process. The results showed a strong relationship between the use of the mother tongue and increased students’ engagement in the learning process. It is found that when the mother tongue is used appropriately in the classroom, students become more attentive to the lecture and more engaged in the language learning process. They pay more attention to the lecture, understand its content more clearly, and feel more confident in engaging in classroom activities and tasks. However, students’ over reliance on the mother tongue could reduce their exposure to English language input and limit their opportunities in practicing the language in class.
TITLE OF THE DISSERATION: INTELLECTUALCONTROL AND IDENTITY TRANSFORMATION IN RAY BRADBURY’S FAHRENHEIT 451
(2026) BENAMR Mohammed
In the classic dystopian novel Fahrenheit 451 (1953), American author Ray Bradbury describes a society where reading and intellectual pursuits are suppressed by burning books and where individuals are manipulated to accept distraction and happiness rather than knowledge and critical thinking. This research is based on a qualitative approach that combines description, analysis and comparison, as it examines the theme of intellectual control as a major threat to individual freedom and the transformation of identity. The story follows Guy Montag, a fireman tasked with setting fires instead of stopping them, and he experiences different stages that developed his identity from blind obedience into finding his true inner self. First, the objective was to examine how intellectual control works in Fahrenheit 451 through Foucault's mechanisms of power, discipline, surveillance, and normalization as tools of social domination. Then, this work had an objective to trace Montag's psychological transformation using Freud's structural model of the psyche and defense mechanisms to understand how identity is destroyed and rebuilt. Finally, the researcher tried to compare Bradbury's vision of voluntary intellectual suppression with the forced control depicted in 1984 by George Orwell and Brave New World by Aldous Huley, to show what makes Fahrenheit 451 uniquely relevant to modern society. The present literary analysis shows that intellectual control limits intellectual freedom and changes Montag's controlled identity from ignorance and conformity to awareness and resistance