Eddissi Languages Journal

Journal des langues eddissi

Description

Eddissi Languages Journal is an international scholarly peer reviewed and open access journal that is published semi-annually by the Theoretical and Applied Linguistic Studies Laboratory (TALSL) at Mohamed Bou Dhiaf University of M’sila, Algeria. It is mostly concerned with the publication of original and high quality articles written in either English, or French. The journal publishes researches within the areas related to language study (including Language Teaching, Language Testing, TESOL, ESP, Pragmatics, Sociolinguistics, (Critical) Discourse Analysis, Curriculum Development, Classroom Research, Language Policy, and so on). No particular linguistic theories or scientific trends are favored: scientific quality and scholarly standing are the only criteria applied in the selection of papers accepted for publication.The journal publishes twice a year, with the possibility of a special issue on occasion.Itaims to provide researchers with a science space where they can share their research findings, perspectives, expertise, and scientific productions. Moreover, it seeks to advance and improve scientific research by meeting the criteria for generating scientific research that meets international standards, and this by imposing a set of strict conditions on authors.


2

Volumes

3

Numéros

15

Articles


Exploring EAP Teachers’ and Learners’ Attitudes towards the Role of Scaffolding Strategy in Fostering Learner’ Autonomy in Process Writing.

فاضل هدى, 
2024-01-13

Résumé: This study aimed at exploring English for Academic Purposes (EAP) teachers’ and learners’ attitudes towards the role of scaffolding strategy in fostering learner’ autonomy in process writing. Data were collected via two questionnaires administrated to 50 EAP learners and 10 EAP teachers in the department of Economics, Setif 1 university, Algeria. The analysis of the obtained data has revealed that both EAP teachers and learners have positive attitudes towards the role of scaffolding strategy in fostering learner’ autonomy in process writing, and that scaffolding can promote autonomy in writing.

Mots clés: EAP teachers and learners ; Scaffolding strategy ; learner autonomy ; process writing.


Impact of Psychological Factors on Language Assessment in EFL Classrooms: Teachers’ Beliefs and Pracises

بارة نسمة, 
2024-01-12

Résumé: The paradigm shift in educational assessment has seen assessment and student learning as intertwined and assessment as a tool for facilitating student progress. However, there are many variables that could impact language assessment, such as psychological elements such as motivation, attitude, anxiety, and self-regulation ability. These factors should be considered or overcome when assessing EFL students' language learning tests. This study was designed to investigate EFL teachers' preferences for common assessment methods in the EFL classroom, their Assessment for Learning (AFL) practises, and whether they differed in their AFL practises according to variables such as cultural and psychological factors. A meta-literature analysis was conducted to identify possible solutions and strategies to improve language assessment and comprehension and overcome these psychological barriers in the EFL context. The findings revealed that most EFL teachers, especially in the Algerian context, rely on conventional methods of assessment rather than formative assessment processes. Effectively practising AFL requires instructors to reassess their assessment methods and create AFL strategies and feedback processes. In addition, the study revealed a significant relationship between psychological factors and students' academic performance; consequently, teachers require assessment literacy and a variety of tools to comprehend how their past views influence their teaching strategies and evaluate them in light of the new evaluation paradigm. Students may perform better on academic exams if they receive comprehensive psychological assistance in various dimensions.

Mots clés: Language Assessment ; Psychological Factors ; Teachers’ Practises and Beliefs ; Assessment for Learning (AFL) ; Algerian Higher Education EFL Context


Investigating the Challenges of the Implementation of E-Learning in the Algerian EFL Context

بن مداني سارة, 
2024-01-09

Résumé: As technology continues to reshape various aspects of life, education has also witnessed a significant transformation. E-Learning has appeared as an alternative to traditional face-to-face classroom. In the last few years, a frame of education was implemented at Algerian universities. Accordingly, E-Learning has newly been adopted in many Algerian universities. This study endeavours to highlight the concept of E-Learning. It also seeks to find out the barriers and challenges facing EFL students in learning English as a foreign language with E-Learning system. This study is significant in that it attempts to explore the effects of E-learning on the EFL learning process. In order to attain these objectives, an exploratory research design is carried out. 40 students at the Department of English at Mohamed Lamine Debaghine University of Setif participated in the investigation by responding to a semi-structured questionnaire. Results obtained revealed that despite the fact that EFL students at the University of Setif have access to many technological devices, they find difficulty in coping with E-Learning framework. In that, they encounter various challenges and barriers associated with the newly implemented E-Learning practice.

Mots clés: Algerian universities ; challenges ; E-Learning ; EFL ; Traditional face-to-face classroom


Investigating Students’ Politeness Strategies in Email Requests: Master Two Students of English at Ziane Achour University Djelfa

بوخشبة هشام, 
2024-01-14

Résumé: In a university setting, emails provide students a convenient and accessible means of communication to reach their teachers for questions, concerned, or requests outside of class hours, ensuring continuous support and guidance. However, such a means of communication is prone to potential pitfalls due to the nature of written language. Hence, the current research aims to understand students' use of politeness strategies and teachers' perception of their language. The study deploys the mix-method approach thought quantitative analysis of emails from students and interviews with teachers of English in department of foreign language in Djelfa university, Algeria. The findings indicate that although impolite or rude emails constitute less than half of the total, their detrimental effects on teachers are more substantial than the positive ones.

Mots clés: Email, Students, Politeness, Requests, Pragmatics


Jean-Jacques Rousseau : de l’solement à la méditation et à l’écriture

Ndiaye Abdou, 
2024-01-10

Résumé: Dans la quête de son identité affirmée dans le préambule des Confessions et dès le début du livre des Rêveries, Rousseau se propose de révéler au lecteur l’être véritable qu’il est. Cette quête de soi se réalise dans la retraite totale. Le but de cet article qui est une étude critique des œuvres autobiographiques de Rousseau, est de montrer comment l’auteur conçoit la méditation en la laïcisant et en s’initiant involontairement à l’écriture. Il s’agira de montrer comment il fait perdre à cette pratique sa dimension religieuse et comment il l’a laïcisée et enfin dans quelle mesure la pratique méditative serait une initiation involontaire l’écriture. In the quest for his identity affirmed in the preamble of the Confessions and from the beginning of the book of Reveries, Rousseau proposes to reveal to the reader the true being that he is. This quest for self is realized in total retreat. The purpose of this article, which is a critical study of the autobiographical works of Rousseau, is to show how the author conceives meditation by secularizing it and by involuntarily initiating himself into writing. It will be a question of showing how he makes this practice lose its religious dimension and how he secularized it and finally to what extent the meditative practice would be an involuntary initiation into writing.

Mots clés: méditation ; laicisation ; isolement ; apprentissage à l'écriture ; meditation ; secularism ; isolation ; religion ; learning to write ; spirituel ; spritual


The Influence of Authentic Materials Content on Overcoming Linguistic Challenges in EFL Education

لعجال خولة,  لعجال كريمة, 
2024-02-15

Résumé: Proficiency in a particular language cannot be restricted only to the acquisition of linguistic rules. This means that language users who are eager to communicate using the target language need to reflect on the social features of the target community. This belief does not reject the fact that linguistic competence is the primary criterion, which EFL students ought to master, but it highlights the importance of integrating the social and pragmatic rules of the target contexts when learning the target language rules of grammar. In other words, learners should not acquire requisite grammar knowledge only but also attain a profound comprehension of how native speakers employ grammar rules within specific contextual frameworks (social contexts). Aligning with this perspective, the current investigation seeks to delve into the various impediments hindering students from proficiently applying their linguistic competence. Additionally, the study endeavors to ascertain whether the utilization of authentic materials can enhance students' adeptness in employing grammar rules across varying contexts. This research is conducted with second-year students enrolled in the English department at M’sila University. Using three research instruments—classroom observation, a questionnaire, and an interview—the study reveals that integrating authentic materials into grammar instruction encourages students to examine the context before deducing the general application of grammar rules. The collected data suggest that these materials facilitate a deeper understanding of how a specific grammar rule is applied diversely by native speakers in the target community

Mots clés: Linguistic rules; authentic materials; knowledge, context relevance, target communication context.