Journal of Studies in Language, Culture and Society (JSLCS)


Journal of Studies in Language, Culture, and Society (JSLCS) is an academic multidisciplinary open access and double-blind peer-reviewed journal that publishes original research that turns around phenomena related to language, culture, and society. JSLCS welcomes papers that reflect sound methodologies, updated theoretical analyses, and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, pedagogy, ICT, communication, cultural/inter-cultural studies, philosophy, history, religion, and the like. The journal has no publication process charges neither for submission or for publication. CC-By All open access articles published in JSLCS are distributed under the terms of the Creative Commons Attribution- 4.0 International License The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.


Call for papers for the JSLCS December issue 2023

Call for papers: December Issue

The Journal of Studies in Language, Culture, and Society (JSLCS)  DEADLINE FOR PAPER SUBMISSION: September, 30 2023

Editor in chief: Pr. Nadia Idri, University of Bejaia, Algeria


 The Journal of Studies in Language, Culture and Society (JSLCS) is a double-blind peer-reviewed, free of charge, open-access, and multidisciplinary journal that is published three times a year and edited by the University of Bejaia.

The main objective of JSLCS is to provide a platform for national and international scholars, academicians, and researchers the opportunity to share contemporary thoughts in the fields of Linguistics, and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, ICT, history, cultural/intercultural studies, communication, pedagogy, history, philosophy, religion, etc.

Prospective authors are encouraged to submit papers on new studies, research, or theoretical contributions relative to their areas of interest. Topics should be related to, but are not limited to the following:

Andragogy and pedagogy

Anthropological studies

Code and ethics in the arts and humanities

Cultures across societies;

ESP Pedagogy and Information Communication Tools;  

Foreign and second language education;

Gender in intercultural studies;

Information and communication technologies

Innovation in educational research

Interpreting and translation studies

Language and culture;

Language and gender issues

Language policy and practice;

Language, culture, and communication.

Language, ethnicity; ideology and religion;

Languages in contact

New trends in the arts and humanities

Professional Development and Teacher Education

Social intervention, language, and multimedia;

Sociological studies

Theory and practice in educational psychology

Transnational and regional identities and their relationship to cultural and social processes; 

Submitted articles should be written in English and of about 4000 to 8000 words. Manuscripts are expected to include an explicit, systematic, and rigorous methodology to sustain empirically-based claims that contribute to moving forward the knowledge of academic writing. Publications of the Edition 2023 (Volume 6) will be

June 30, 2023

December 31, 2023

Articles are to be submitted online through the JSLCS website on ASJP via this link:

Submission deadline: 30 September 2023









Social intelligence as shaped by Facebook use

Kadri Nawal, 

Résumé: With the 21st century increasing globlisation and advent in technology, social media has become an integral part of the everyday life of many students. Various websites and mobile applications dedicated to social media notably twitter, Facebook and instagram are popular. As a matter of fact, Facebook is the most ubiquitous social networking site in students’ life; it offers an online platform on which users create profiles, interact and exchange content, share pictures and videos, discuss subjects, follow news, publish advertisements for group events, or play different games. This fact compels us to study its effects on their life. How Facebook shapes students’ life has been the focus of educators and researchers in the last decade. For instance, extensive research has recently been conducted on the effects of this social media on students’ well-being and academic achievement. However, little research is found on its effect on social intelligence, a critical aspect of students’ social life. As such, the present study investigated how Facebook use shapes students’ social intelligence. Specifically, we were interested in exploring how students understand and manage emotions and relationships via the virtual world of Facebook. Subjects were ninety-two (92) students from different Algerian universities. Data was collected via an online survey which aimed at exploring students’ use of facebook: intensity, awareness, attitudes and management. Results indicated a significant relation between Facebook use and students’ social intelligence. The findings also reported the benefits the students experience via Fecebook. However, the participants voiced some concerns regarding its effects. As an outcome of the study, a number of implications were developed.

Mots clés: Algerian students ; attitudes ; Facebook ; social intelligence ; social media

Morphosyntactic Study of Urdu ESL Learners: A Derivation by Interface

Aqsa Younis, 

Résumé: This study is an attempt to investigate the Urdu ESL leaners’ errors under the theoretical tent of Interface modular approach presented by the Noam Chomsky (1995). Interface Hypothesis is a perspective on interfaces in L2 acquisition that has gained a lot of traction compares various interface types in grammars that are close to native in order to discuss the nature of the end state knowledge of highly skilled L2 speakers. For conducing this study, interface hypothesis others have pushed this idea, which they have dubbed the Interface Hypothesis. The idea is that, in so far as near-native speakers have issues at all, these are likely to be related only with certain interfaces. The hypothesis has developed over time. The aim of this study is to analyze the interface of syntax/ morphology of L2 English of Urdu Learners. For the analysis of morphology/syntax interface, the data is collected from 15 students of Grammar Model high school through essay writing. On these domains the data is analyzed ; inflectional morphology, arguments, loan words and phrasal verbs. Through the analysis of these domains the interface of syntax/ morphology of students is analyzed.

Mots clés: interface hypothesis ; morphosyntactic frame ; error ; derivation ; second language acquisition


Ashafa Saheed, 

Résumé: Zakᾱt as a social safety net is divinely recommended to relieve different categories of vulnerable members of the society based on their predicament at specific time. These beneficiaries often times, are over shadowed by the Fuqarᾱu (Poor) and the Masᾱkin (Needy) such that it is unclear if other asnaf are considered for zakat benefit. On the assumption that Debtors (Ghᾱrimŭn) are often neglected from zakat benefit during disbursement, this study aimed at determining relevance of debtors as zakat beneficiaries in the contemporary context. The study investigated whether or not debtors are neglected from zakat benefit in Lagos state. It is a descriptive research design with analytical approach. Both primary and secondary data sourced from zakat reports and literature were analysed. In addition, zakat administrators were interviewed on administrative style and governance policy regarding allocation of zakat to debtors. Findings show that debtors were not neglected as generally believed. It was however, discovered that zakat allocation to debtors was low while debtor beneficiaries were found to be extremely few when compared with other categories of beneficiaries. It was recommended that zakat administrators should embark on upward review of zakat allocation to debtors while still maintaining strict adherence to the provisions of shari’ah in their administration. This research will shape governance policy on zakat administration as it affect allocation to debtors and modulate disposition of potential zakat beneficiaries among debtors.

Mots clés: Zakᾱt Administration ; Contemporary society ; Beneficiaries ; Ghᾱrimun ; Poverty Alleviation

The Reshaping of Language Learning Motivation during COVID-19-imposed Distance Learning

Schug Daniel,  Sarnou Hanane, 

Résumé: Language learning motivation (LLM) has been a major focus in research over the last decades, though it remains difficult to define and measure. Some study LLM as a binary phenomenon, with certain learner orientations, such as extrinsic motivation, being at odds with others, such as intrinsic motivation. More recently, the general tendency has been to study LLM as a dynamic phenomenon, subject to frequent changes based on innumerable factors, including and especially the learning environment itself. The COVID-19 pandemic and the large-scale imposition of online learning constituted a major change in the learning environment for students around the world, causing students and teachers to rethink their attitudes and habits regarding language learning. This paper offers a rigorous analysis of recent LLM research to understand how online learning impacted language courses. The study revealed an increased focus on the learning environment, autonomous learning, and innovation in teaching practice. Conclusions show that, even as we return to in-person instruction, the pandemic’s long-term impact on language learning can already be seen.

Mots clés: language motivation ; learner autonomy ; learning environment ; online learning ; teacher innovation