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 nor for publication.


Call for papers for the JSLCS December issue 2021


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

Editor in chief: Dr. Nadia IDRI


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 the national and the international scholars, academicians and researchers the opportunity to share the 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.

Authors are encouraged to submit their papers on a topic of their choice related to, but are not limited to, the following topics:

  • Andragogy and pedagogy
  • Anthropological studies
  • Code and ethics in the arts and humanities
  • Cultures across societies;
  • Foreign and second language education;
  • Gender in intercultural studies;
  • History, epistemology and philosophy
  • Information and communication technologies
  • Innovation in educational research
  • Enhancing Critical Thinking via Innovative Teaching
  • Curricula for Creative Learning and Innovative Teaching
  • Interpreting and translation studies
  • Language and culture;
  • Language and gender issues
  • Language policy and decision-making
  • Language policy and practice;
  • Language, culture, and communication.
  • Language, culture, and emotion,
  • Language, ethnicity ; ideology and religion;
  • Language, intergeneration and identity;
  • Language, technology and modernisation
  • Languages in contact
  • New trends in the arts and humanities
  • 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 2021 (Volume 3) will be

  • June 30, 2021
  • December 31, 2021
  • The special issue is to be published in the second half of 2021

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


secretary: Dr Radia Bouguebs: 








The Effects of Film Adaptations on EFL Students’ Engagement with English Literary Texts: Students’ and Teachers’ Attitudes

مليط جيهان, 

Résumé: The Rapid global technological development has affected all facets of life; the educational arena is no exception. ICT, above all, has undoubtedly paved its way into the field of teaching and learning of foreign language in general and literature in particular. In the Algerian context, learning English literature is bewildering to many EFL students due to the various linguistic and cultural barriers it may include (Marshall, 1979). Providing the fact that English literature has made a significant comeback into Algerian classrooms, it becomes a foremost necessity for the teachers to devise creative and innovative lessons in order to urge students’ engagement in English literary texts by using new technologies and materials. Although, their impact in EFL classrooms has been widely acknowledged, less is known about students’ and teachers’ perceptions of the relation between film adaptations and students’ interest towards English literary texts. For this purpose, the current study was an initial attempt to probe into the students’ and teachers’ attitudes held towards the effectiveness of using film adaptations as an educational tool in promoting the third year students ‘interest in English literary texts at the Department of English, University of Setif 2. To this end, a mix-method approach is used with the help of two different research instruments, namely, a questionnaire which was handed to 80 third year students. In addition to, a face to face interview which was conducted with four English teachers to complement student testimony from the point of view of an educational professional with ELL teaching experience. The findings have revealed that the targeted learners and teachers hold positive attitudes towards the integration of film adaptations in learning and teaching English literary texts. This led to open the door to further research attempts and initiatives in the realm of literature teaching and learning.

Mots clés: English Literary Texts, Film Adaptations, ICT, Literature, Technology

The Essence of Higher Education Instruction

بن عصمان نزيهة, 

Résumé: To respond to the dynamic global changes, the Algerian Higher Education has constantly brought reforms aiming at enhancing the learning outcomes and more importantly to define the optimal objectives necessary for students to enter the professional world. Yet, the main concern is to raise an awareness of what an effective instruction implies. In this respect, the present paper aims to explore the main components of an effective training which should meet the cognitive and emotional developments of university students. Indeed, as future novice teachers, they need skills to deal with the new situations they may face as the classroom involves a variety of individual differences in terms of personality traits and peculiar learners’ cognitive and affective parameters.

Mots clés: Emotional intelligence ; higher education ; objectives ; teaching ; reflective thinking

Pre-Service and In-Service EFL Teachers Training Programs in the Light of Innovation and Change in Language Education

هادي خيرة, 

Résumé: Pre-service and in-service teacher training programs are changed in the light of innovation in Algerian school. Though ancient and new training programs do not differ from each other in the level of goals, they are different in methods of training, techniques and areas of focus. Teacher training programs are of paramount importance in teachers’ preparation for the professional life. They are fundamental in the improvement of language education. The Ministry of Education in Algeria recognizes the importance of those training progrmas as experiences needed to improve the educational system. However, the adequacy of these programs for better teaching needs to be investigated. The presentation deals with training programs and the main challenges facing them among which the balance between theory and practice. This study will be of interest to pre-service and in-service teachers, teacher educators, researchers and administrators keen to create and manage teaching and learning more effectively. Les programmes de formation initiale et continue des enseignants modifiés à la lumière de l'innovation dans l'école algérienne Bien que les programmes de formation anciens et nouveaux ne diffèrent pas les uns des autres dans le niveau d'objectifs, ils sont différents dans les méthodes de formation, les techniques et les domaines d'intérêt. Les programmes de formation des enseignants sont d’une importance capitale dans la préparation des enseignants à la vie professionnelle. Ils sont fondamentaux pour l'amélioration de l'enseignement des langues. Le Ministère de l'éducation en Algérie reconnaît l'importance de ces programmes de formation en tant qu'expériences nécessaires pour améliorer le système éducatif. Cependant, la pertinence de ces programmes pour un meilleur enseignement doit être étudiée. La présentation traite des programmes de formation et des principaux défis auxquels ils sont confrontés, parmi lesquels l'équilibre entre théorie et pratique. Cette étude intéressera les enseignants en formation initiale et en cours d'emploi, les formateurs d'enseignants, les chercheurs et les administrateurs désireux de créer et de gérer plus efficacement l'enseignement et l'apprentissage.

Mots clés: Challenges ; ; innovation ; ; programs ; ; teacher training ; continue; ; formation; ; initiale ; ; l'enseignement ; programmes

The Role of Pre-Teacher Training Sessions in Enhancing Novice Teachers’ Qualifications (From Theory to Practice)

دخيل & صارنو انفال خديجة & حنان, 

Résumé: Pre-teacher training is a preparation for teaching that paves the way for novice teachers and opens the door to learn and know the vital skills and ideas to teach successfully. The present study investigated the transition of pre-service teachers from theory to practice; in other words, from university life to a full time teaching in a classroom. It discusses the effectiveness of pre-teacher training as a significant step that enables trainees to deal with predictable situations in the classroom, at ITE (Institut Téchnologique de l’Enseignement) of Saida with an exploratory research methodology. Furthermore, it focused on how the training of pre-teachers contributes to forming qualified teachers. Teacher training allows trainees to be in a real situation in their classroom to put into practice what they have learned during their training process as prospect teachers. (i.e. mastering how to apply the different theories, methods and strategies discussed in class). To this end, we have observed trainees, as novice teachers, how they assess and interact with learners based on their psychological side, how they learned to attract their students ‘attention and make them interested in receiving, accepting and memorizing the information. By the end, they will be apt to solve problems in teaching and learning and do action research to improve the necessary skills. Results revealed that pre-teacher training helps trainees work in groups (collaboration) and learn from the former teachers’ experiences (trainers) to enhance professionalism. It also increases the productivity of pre-teachers and their expectations of success.

Mots clés: Action research ; novice teachers ; pre-teacher training ; productivity ; professionalism


العابد الزّهراء,  صبّاح جمال, 

Résumé: The present paper intended to theoretically explore the strategy of flipped classroom. After experiencing the era of the COVID-19 pandemic and its consequences, it became paramount to rethink about other effective ways to teach higher education students. Particularly, we thought it vital to go through a pre-flipped classroom implementation training whereby the pre-service teachers at Oran Higher School of Education, Algeria, would get prepared psychologically to accept this new methodology of teaching as part of their educational process. In fact, one semester classes of second year British civilisation for English degree were flipped during the new academic year, 2020/2021, after the pandemic lockdown. Based on unstructured observations, we, the educators, could detect some strengths and weaknesses out of this experience. While the flipped classroom could raise some learners’ self-confidence, it was a source of demotivation for others as they had issues with the Internet connectivity. Yet, all the detected points would still be hypotheses that would need further research confirmation.

Mots clés: COVID-19 ; EFL Classes ; Flipped classroom ; Internet ; Pre-service teachers

Intercultural inquiry with pre-service EFL teachers

بودغن سطمبولي حورية منال,  صارنو حنان, 

Résumé: Cultural extension in the intercultural digital era has amplified the importance of effective interpersonal communication among culturally different interlocutors, and this mainly aims to evade misunderstanding that may eventually lead to conflict. Indeed, professionals, businessmen and even ordinary people work to develop long-term economic, social and cultural relations with other cultural groups, yet global instability still threatens the world. Therefore, strengthening the skills required to encounter intercultural connections is becoming increasingly important at all levels, especially in education. Language educators are called upon to help learners assess their cultural and social differences and practices as community members. They are also required to guide students to accept and value otherness. In this sense, language educators should promote reflective environments where students can reflect upon culture and cultural diversity; they need to be open-minded and neutral agents who construct cultural experiences with students. Accordingly, this paper evaluates our ELT pre-service teachers’ readiness, as would be teachers, to develop their learners’ intercultural competences. To conduct this research study, the researchers used questionnaires as a primary tool to collect relevant data from 35 ELT pre-service teachers at Oran Higher School of Teachers. In a nutshell, this study highlights the importance of intercultural competence for teachers and learners in the age of globalization and diversity.

Mots clés: Cultures ; Foreign language teaching ; Intercultural competence ; Intercultural education ; Pre-service teachers

Sources and Levels of Foreign Language Teaching Anxiety among Pre-Service and In-Service Algerian EFL Teachers

Dou Abdelbasset,  Chouli Abdelhalim, 

Résumé: Foreign language teaching anxiety describes a teaching experience associated with fear, apprehension, uneasiness and/or worry. This research paper investigates EFL teachers’ anxiety in two different stages: pre-service teaching (training or practicum) and in-service teaching. Particularly, the paper attempts to check the relevant foreign language teaching anxiety sources and degrees among pre-service and in-service Algerian EFL teachers. The first group is fifth-year EFL student teachers at (1) Assia Djebar Training High School (ENS of Constantine) and (2) Sheikh Mubarak al-Mili Training High School (ENS of Bouzareah, Algiers), and the second group is new-in-service secondary school teachers working in different Algerian cities. The study initiates a causal-comparative investigation of anxiety among teachers in their teaching practicum and permanent secondary school teachers who have one year of teaching experience. One research tool is designed for both groups, a questionnaire that includes contextual differences for the periods and conditions of participants (either pre-service or in-service). The results indicated that the lack of confidence as well as teaching productive skills are the major anxiety-provokers in the teaching practicum, whereas teaching language skills and grammar in addition to insufficient class preparation are the major sources of anxiety among new in-service teachers. Besides, the high degrees of foreign language teaching anxiety seemed to be more apparent among permanent teachers than among student teachers.

Mots clés: Anxiety ; EFL ; Foreign Language Teaching ; In-service ; Pre-service

The Relationship between Statistics Anxiety and the EFL Students’ Avoidance of Quantitative Research: Case of Postgraduate Students of English, at the University of Bejaia

بوغاني سيحة, 

Résumé: Academic research focuses essentially on empirical processes when investigating educational phenomena as it provides credible and reliable results. On another side, statistics in social sciences and educational research have become the major issue of different research works. Regarding the importance of statistics, different disciplines emphasize the indispensability of integrating it into educational curricula. The majority of EFL students come from non-scientific disciplines and their attitudes towards scientific subjects-and particularly towards mathematics and statistics- are mostly negative. These negative attitudes create a kind of willingness to its avoidance because of uneasiness, stress and anxiety when studying statistics. Therefore in this study, the researcher tries to describe how stress towards statistics pushes students to avoid using quantitative methods and tools. To reach this aim, the procedures of an exploratory design were followed; in order to evaluate students’ attitudes towards research, a questionnaire is employed. Furthermore, a modified version of Papanastasiou’s Attitudes Toward Research (ATR) scale is used to measure the participants’ attitudes towards quantitative research on 5 point scale. Finally, Cruise’s et al. (1985) Statistics Anxiety Rating Scale (STARS) is utilized to define the factors leading to statistics anxiety and to check the correlation between quantitative research avoidance and statistics anxiety. The results show that there is a significant positive correlation between statistics’ anxiety and students’ reluctance towards the use of quantitative research procedures in their research studies.

Mots clés: Statistics Anxiety ; Academic Research ; EFL students ; Quantitative Research ; Avoidance

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

Deciphering the Effective Relationship between Emotional Intelligence and Willingness to Communicate in an English as a Foreign Language Class

حواجلي احمد شوقى,  بوعزيز مايسة, 

Résumé: The present study anchored its investigation into students’ verbal communication and emotional aspect. Expressly, the major aim was to establish the potential relationship between Willingness to Communicate (WTC) and Emotional Intelligence (EI) among 45 Third year EFL learners, at Biskra University, who were engaged in the study through convenience sampling. Methodologically, a quantitative approach with an explanatory sequential design was adopted. In order to gather the necessary data, two data collection instruments were employed. Namely, the Instructional Willingness to Communicate test (IWTC), and a Schutte Self-Report Emotional Intelligence Test (SEEIT). After obtaining the raw data, IBM SPSS software version 28 was used to process the scores into interpretable forms. The statistical results of the correlation analysis indicated that there is a moderate positive relationship between EI and WTC. In all respects, the findings of the current inquiry can encourage syllabus designers and EFL teachers to consider the effectiveness of EI in mediating classroom communication impediments. Thus, it is a call for the integration of EI skills and abilities in the foreign language teaching program and classroom activities of Oral expression course in particular.

Mots clés: Emotional intelligence; ; ; EI-based activities; ; foreign language teaching; ; oral expression teachers; ; willingness to communicate


Researcher Mohammed Sheriff,  Professor Lawan Shu'aibu, 

Résumé: northern Nigerian novelist, Aliyu Kamal. Behind series of utterances said or any expression uttered lies a motive or force that depicts the extent to which the participants involved in the talk exchange revere or defame one another. The reverence or otherwise may be about an object or a person being talked about that can either be in presence or absentia. Therefore, this paper attempts to explicate utterances among or between characters of this novel based on the application of politeness principles. These principles applied have different concepts like face saving acts, face threatening acts, deixis, and Leech’s politeness maxims (1983) that all form the target analysis of the novel. Qualitative approach with pragmatic content analysis has been the guiding tool in the identification of the utterances analysed from the novel. The dissection has revealed that the novelist employs some instances of expressions extractable from the novel to show levels of interaction that connect the characters in the novel. This can be extended to incorporate social contact existing in the novelist’s environment. It has also been found that language as an instrument can serve as a way to cultivate harmony, love, friendship, empathy, and even apathy and their like among interlocutors.

Mots clés: Politeness principles ; Revere ; Defame ; Face saving acts ; Face threatening acts

Publish or Perish: Scholarly Publishing Challenges in Africa

بلور ليلى, 

Résumé: Researchers are judged by their scholarly publishing and the quality of the journals where they publish their manuscripts. Academic publishing is very essential for their promotion and the university’s accreditation. The terrible reality is that academic research and publishing do not conform to the high standards. Thus, compared with their Western counterparts, the African universities are lagging behind. My paper evinces the problems encountered by researchers in their academic research and the factors that challenge scholarly publishing. This topic is worth dwelling on because it may hold the solutions to the problems of scholarly publishing in Africa. The paper ends with some suggestions and recommendations for improving the quality of academic research and publishing.

Mots clés: Scholarly Publishing ; High ranking Journals ; , Reviewing.

The Psychometric Properties for the Arabic Version of the Questionnaire of Adolescents' Negative Orientation of Social Problem (NEGORI)

Aburezeq Khalil,  Kasik László, 

Résumé: Abstract: Due to the lack of Arabic version of the questionnaires concerning negative orientation of social problem solving, the study mainly aimed to validate an Arabic version of NEGORI, a questionnaire for measuring the negative orientation of social problems among adolescents. The Arabic version of NEGORI was administered to a sample of (49) adolescents and whose ages (12, 15, and 18) years old in Palestine. The researchers used the following for validation: For validity, we used Pearson Correlation Coefficient and Structure Validity. For reliability, we used Cronbach's Alpha, Split Half Method, and KMO and Bartlett's Test. The study found that the Arabic version of NEGORI was proper and all of the psychometric properties (validity and reliability) were high. It was revealed that Pearson Correlation Coefficient was high in all items. Structure Validity showed high values in each factor. Cronbach's alpha for the whole items was (.924), a very high value, and Cronbach's alpha for the whole groups was (.903). Split Half Method revealed (.861) for the first part and (.844) for the second part - (both of the two values were high). Spearman-Brown Coefficient was (.951). Guttman Split-Half Coefficient was (.947). Finally, the KMO and Bartlett's Test was (.699).

Mots clés: Adolecsents ; Negative Orientation ; Psychometric Properties ; Social Problem

Raising Pre-service Teachers’ awareness of Introvert Learners

Ghaouar Nesrine, 

Résumé: In our classrooms, some students are all the time silent and very attentive; they take notes and maintain eye contact with their teachers while explaining the lessons.However, they prefer not to take part in class discussion and do rarely participate. When the teacher obliged them to speak, they feel blocked and blemish, but they are very good at writings. Hence, if novice teachers are not aware of the characteristics of introverted learners and how to deal with them, they will make the situation worse,and they will hurt them without even knowing. In this article, I provide my personal experience in the module of didactics with third-year students of English- Badji Mokhtar University, Annaba- and how I raised their awareness of how to deal with introvert learners as future teachers.The experiment was based on pre-service training that includes psychological preparation, classroom management, leaner-learner interaction, cooperative learning, lesson preparation, rehearsal and performance. The results were very promising as the great majority of introvert learners became more engaged and involved in classroom participation and discussion as theydeveloped their self confidence in speaking in public.

Mots clés: Introversted learners ; pre-service teacher ; classroom management ; cooperative learning ; interaction


Ikotun Reuben, 

Résumé: Condolence messages published in the Nigerian national dailies and reasons for the different greetings that were not considered in the previous studies are addressed in this paper. The data for this study included data drawn from the Holy Bible, the Holy Quran, the Nigerian national dailies, books written by some Yoruba authors, the WhatsApp social media, participant observation and tape recording of many events of language use in some homes of people who have at one time or the other suffered bereavement. The findings show that some condolences require elocution, patience, circumlocution, allusive analogies and allusive anecdotes; some attract merry-making and some are mere rhetoric. The import of the paper is that while some condolences are memories tinged with sadness others are either rhetoric or an invitation to wining and dining.

Mots clés: Culture ; Greetings ; Condolence ; Ethnicity ; Language use

Vowel Reduction in the English of Educated Edo (Nigerian) English Speakers

Akindele Julianah, 

Résumé: Educated Edo English (EEE) is a sub-group of Nigerian English (NigE), one of the new Englishes. Phonological studies on NigE rhythm have been on the major ethnic (Hausa, Igbo, Yoruba) and a few minority group (Isoko, Urhobo, Eka, Ibibio) while studies on EEE vowel reduction is rare. The aim of this study is to find out whether or not EEE speakers vowel reduction conform to earlier description of other NigE varieties. A Briton served as the Native Baseline while two (100 males and 100 females) hundred university undergraduates, who speak Edo as their mother tongue served as participants. Twenty English words with suffixes [-ic, -y, -ial, ian,-ion] served as instrument. Each participant produced the test items into a PC Speech Filing System (SFS). This was subjected to auditory, acoustic and statistical analyses, complemented with Rhythm Ratio (RR), and metrical grid which accounts for rhythmic alternation in Standard English. Overall, EEE speakers had 103 (2.60%) instances of appropriate use out of 4000 expected correct use. Males performance was 50 (1.30%) while females had 53 (1.30%). Rhythm Ratio shows NB vowel duration as (74.1RR/72.9RR) for tilting towards stress-timing and EEE speakers as (7.49RR/10.49RR), tilting towards syllable-timing. Metrical grids revealed proliferation of strong vowels by EEE speakers. This re-affirms results from earlier researches that NE, of which EEE is a sub-variety, is not stress-timed but syllable-timed.

Mots clés: Educated Edo English Speakers, Nigerian English rhythm, Vowel reduction, Standard English, Rhythm Ratio