- [FLLA-ANG] Théses de Master II

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    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.
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    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.
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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.
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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
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    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.