http://archives.univ-biskra.dz/handle/123456789/1153 2026-04-06T15:01:51Z http://archives.univ-biskra.dz/handle/123456789/31365 Titre: A Generic / Discourse Analysis of Research Articles and Students’ Academic Writing Productions. A Corpus-based Study of Algerian Research Articles in the English Language Studies Auteur(s): toufik Benzahia Résumé: Academic community members share the findings of their research projects through research articles publication. Likewise, the Algerian doctorate students find it mandatory to publish their research findings that are most pertinent to the topic of their doctorate thesis. However, most candidates find this task challenging because of inadequate understanding of academic genre norms and writing skills. Their research articles submission tends to receive an amount of corrections before acceptance or completely rejected if they do not comply to the publication genre and criteria since academic writing of research articles is not given enough time and space for practice in the postgraduate program course. This study, through genre and discourse analysis, explores research articles and students’ academic writing productions in the English language studies. It additionally seeks to investigate EFL Algerian doctoral candidates’ perceptions and attitudes of writing research articles in order to determine the most common encountered difficulties, and suggests adequate strategies to solve their academic writing problems. Data collection was carried out through the use of a questionnaire administered to a sample of doctoral candidates and an interview of 2 academic writing teachers at Biskra university. To evaluate PhD students’ awareness and their academic writing production when writing research articles, a PhD reference corpus of 20 first draft authentic research articles taken from 5 Algerian journals was used for genre and discourse analysis. The qualitative and quantitative data analysis determined that doctorate candidates face some academic writing problems because of inappropriate and scarce practice opportunities of this academic genre. PhD candidates were found to lack awareness of research articles methodology and structure. The teachers expressed their concern about the prominence of enhancing the teaching of research articles writing in Algerian universities as this skill is highly required among all the academic community. Hence, this study raises teachers and students’ awareness to its subject matter and acknowledges the usefulness of a potential course that teaches scientific research articles methodology. 2025-01-01T00:00:00Z http://archives.univ-biskra.dz/handle/123456789/29845 Titre: Existential Angst in the American Novel: A Study of J.D. Salinger’s The Catcher in the Rye and Sylvia Plath’s The Bell Jar Auteur(s): Raja_REZZAG_BARA Résumé: The study aims to examine how The Catcher in the Rye (1951) and The Bell Jar (1963) reinterpret and transform existentialist concepts of angst through the lens of 1950s American youth culture and emerging feminist consciousness. These two novels are set in 1950s American society, a time characterized by fear and paranoia due to the Cold War and the lingering traumas of the inhumane world wars. The popularity of existentialism, which promoted ideas of absurdity, freedom, and meaninglessness, captured the attention of American writers during this period. This thesis is primarily a philosophical and feminist study that examines existentialist themes in the two novels. The focus is on theories and terms concerning the human condition and how the protagonists of the two novels, Holden Caulfield and Esther Greenwood, navigate themes related to the human condition and mental illness. By exploring these characters' journeys, the study sheds light on the unique challenges faced by young adults in post-war America. Additionally, it investigates how the authors' personal experiences influenced their portrayal of existential angst in their respective works. Subsequently, sections are provided to discuss the novels through a feminist literary critical lens, introducing a social critique of 1950s American society. This multi-dimensional analysis allows feminist theory to complement existentialism, as the latter concerns itself with the human condition and is not gender specific. By combining these philosophical and critical approaches, the thesis aims to provide a rich foundation for examining how existential themes manifest differently across gender lines and individual experiences in post-war America. Description: Cultural Studies 2024-01-01T00:00:00Z http://archives.univ-biskra.dz/handle/123456789/29843 Titre: The Collaborative Learning Strategy and Socio-Cultural Behaviours’ Impacts on Gender Differences in EFL Students’ Speaking Skills Auteur(s): Asma_KACHA Résumé: A complex interplay between gender and classroom communication exists, where both teacher’ input and expectations as well as student’ output and expression can be subtly influenced by underlying biases. Consequently, the present study aims to examine the impact of these gender disparities on learning in three distinct academic environments located in different regions, each characterised by unique social and cultural patterns. These areas include the northeast region, the internal eastern region and the south eastern region, specifically the Universities of Bejaia, Khenchela and Oued Souf, respectively. To achieve this aim, a comparative study is conducted through employing a mixed research method that places emphasis on the use of questionnaires, pre-observation, and observation variations to gather data. The findings of this study indicate that students at the University of Bejaia and the University of Khenchela tend to perform better academically and display a relatively acceptable level of participation within group work tasks when they are assigned to mixed-gender groups. Conversely, learners at the University of Oued Souf demonstrate a clear reluctance and apprehension towards working in mixed-gender groups, resulting in higher speaking abilities and more frequent contributions when they are grouped with individuals of the same gender. It is also worth mentioning that implementing certain types of tasks like group work at the University of Oued Souf can potentially demonstrate higher achievement rate within mixed-gender groups. Yet, the in-group quality and turn-taking distribution is more often doubtful. In short, social and cultural specificities ingrained in different regions acted as distinct filters, shaping the results in each target area and producing a diverse range of findings. Description: Didactics 2024-01-01T00:00:00Z http://archives.univ-biskra.dz/handle/123456789/28821 Titre: The Effect of Automatic Speech Recognition Technologies on Students’ Pronunciation A Case Study of First-year EFL Learners at Biskra University Auteur(s): Souici Roumaissa Résumé: Effective English pronunciation instruction requires exposure to authentic input, practice, and feedback. Nowadays, advanced technologies can be employed to teach and assess pronunciation. Therefore, this mixed-method research aimed to investigate the effect of Automatic Speech Recognition (ASR) technology on EFL students’ pronunciation at the Department of English and Literature at Biskra University. For this purpose, a semi-structured questionnaire was administered to a sample of four teachers of oral expression and phonetics in the initial phase, in addition to using a quasi-experimental design involving a control and an experimental group with twelve participants each (n=12). The intervention was followed by a semi-structured interview conducted with the participants of the experimental group. The four teachers agreed that incorporating technology into the classroom is important, and they emphasized that adequate planning and training are essential before introducing a technological tool to the students. Besides, the results of the intervention revealed the significance of the use of ASR to improve students’ pronunciation. Further, the positive responses to the interview supplemented the results and also showed that the participants enjoyed using ASR technology. The research findings highlighted the potential benefits of integrating ASR technology into pronunciation instruction to facilitate the learning process and lead to better learning outcomes. 2024-01-01T00:00:00Z