http://dspace.univ-chlef.dz/handle/123456789/1787 Université Hassiba Benbouali de Chlef / Faculté des langues étrangéres Thu, 30 Apr 2026 12:30:47 GMT 2026-04-30T12:30:47Z http://dspace.univ-chlef.dz/handle/123456789/2437 Computer-Mediated Communication as a Medium of TEFL for 1st Undergraduate Students in the English Language Department UHBC BENAIRED, Aissa This study examines the integration of Computer-Mediated Communication (CMC) in teaching English as a Foreign Language (EFL) to undergraduate students, with the aim of assessing its impact on learner engagement, autonomy, and communicative competence. Grounded in Moore’s Transactional Distance Theory (TDT), the research explores how CMC tools such as discussion forums, chat platforms, and collaborative digital spaces mediate psychological and communicative distance between learners and instructors in virtual and hybrid learning environments. Adopting Creswell’s mixed-methods research design, the study combines quantitative and qualitative data collection to provide a comprehensive understanding of CMC’s pedagogical effectiveness. Quantitative data were collected through questionnaires administered to teachers and students, measuring learner motivation, participation, and language performance. Qualitative data were obtained from platform observations and instructor reflections, offering deeper insights into classroom dynamics and instructional strategies. The findings indicate that CMC significantly reduces transactional distance by fostering more interactive, learner-centred experiences. This, in turn, enhances language acquisition and promotes self-regulated learning. Furthermore, the study identifies key pedagogical strategies for optimizing CMC use in EFL contexts, including scaffolding communication tasks, balancing synchronous and asynchronous tools, and sustaining cognitive presence. The study offers practical implications for curriculum development and teacher training, advocating for the thoughtful integration of technology to support meaningful and context-sensitive EFL instruction. A Thesis Submitted to the Department of English Language in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy in Didactics of the English Language Thu, 01 Jan 2026 00:00:00 GMT http://dspace.univ-chlef.dz/handle/123456789/2437 2026-01-01T00:00:00Z http://dspace.univ-chlef.dz/handle/123456789/2205 A Sociolinguistic Investigation of Students’ Slang Variables and the Attitude towards its Use: the case of English language Master’s students community at Mostaganem University BELKHIR, Meryem People create distinctive groups based on language variation, which is inextricably linked to context. In this connexion, students form their own communities through using slang . The current study revolves around students’ slang variables across level, specialism, and gender as well as the attitudes towards the variety through targeting first and second year Master’s students of English at Mostaganem University. Therefore, the primary contribution of this research is to provide insight into students’ construction of their communities and their the linguistic characteristics within the Mostaganem University context. By following community of practice paradigm, a combination of qualitative and quantitative methods are used in this study. Data was collected from Master’s students using a variety of research tools, including surveys, semi-structured interviews, and observation. The purpose of observation is to document the differences in slang variables across levels and specialism . Semi-structured interviews are conducted to know about gender- based differences in terms of slang features and frequency. A questionnaire is designed to to withdraw Master’s students attitudes towards the use of slang. The findings show that master’s students do not form distinctive communities of practice through using similar slang variables across levels and specialties. It is also shown that male female students use different slang variables and males outscore females in the use of slang, which is thought by most of them to be a means of creativity. Wed, 01 Jan 2025 00:00:00 GMT http://dspace.univ-chlef.dz/handle/123456789/2205 2025-01-01T00:00:00Z http://dspace.univ-chlef.dz/handle/123456789/2123 Integrating Dialogic Literary Argumentation and Metacognitive Strategies as a Means for Enhancing EFL Literature Education in Algeria SAADI, Takoua There has been extensive research on developing sophisticated approaches to teaching literature, particularly in foreign language education. One notable model is dialogic literary argumentation. Additionally, the study of students' increased awareness of their learning has received considerable attention from educational psychologists, with an ongoing focus on maximizing student engagement to create lifelong learners. This thesis investigates the practical integration of dialogic literary argumentation and metacognitive strategies to enhance EFL literature education in Algerian higher education, specifically addressing current challenges with dialogic teaching. The central research question is: "How does the integration of dialogic literary argumentation and metacognition impact teaching and learning outcomes in EFL literature classes?" This research also examines how this combined approach affects student engagement, critical thinking, and argumentation skills. To answer these research questions, the thesis employs an action research methodology with a mixedmethods approach. Initially, interviews were conducted with English teachers from Algerian universities to identify challenges in teaching literature dialogically. Following this, a teaching experiment was carried out with a sample of thirty (30) third-year English license degree students from UHBC, implementing a new approach to address the issues highlighted in the interviews and test the program's effectiveness in student engagement, critical thinking, and argumentation skills. Data collection during the teaching experiment included classroom video recordings, transcripts, observations, questionnaires, and assessment practices. The research followed an exploratory sequential design, beginning with a qualitative analysis of each section of the teaching experience, followed by quantitative analysis using surveys and manual calculations with scoring rubrics or Python programming. Data analysis revealed significant challenges in adopting dialogic teaching methods, including a detachment from didactical practices and student disengagement. However, the integration of dialogic literary argumentation and metacognitive strategies significantly improved student engagement, critical thinking, and argumentation skills, providing a hopeful outlook for the future. The findings suggest the need for comprehensive teacher training and curriculum reforms to foster interactive and meaningful learning environments, thereby enhancing student engagement and interest in literary studies. The study also highlights the powerful interconnectedness between dialogic literary argumentation and metacognitive scaffolds, making the conclusions even more compelling. The study concludes with recommendations for the practical application of this fusion approach and suggests future research to explore its long-term impacts and broader applicability in different educational contexts. A Thesis Submitted in Fulfillment of the Requirement for the Degree of Doctorate in Didactics of Literary Texts Wed, 01 Jan 2025 00:00:00 GMT http://dspace.univ-chlef.dz/handle/123456789/2123 2025-01-01T00:00:00Z http://dspace.univ-chlef.dz/handle/123456789/2122 Adopting a Reflective Approach to Teaching as a Strategy for Effective Classroom Practice: The Case of M’sila Secondary School EFL Teachers Bouguerra, Amel Reflective teaching has been incorporated into teacher education and development programs to challenge technical rationality and allow teachers greater freedom in developing their own strategies based on classroom experiences. This thesis explores the perceptions of secondary school EFL teachers and inspectors regarding the impact of reflective practice and professional development and training programs (PDTP’s) on classroom performance. Using an exploratory approach, data were collected adhering to a mixed-methods approach wherein teacher questionnaires, semi-structured interviews with inspectors, classroom observations, and analyses of professional development seminars were employed. The teacher reflective teaching questionnaire was used to assess levels of reflection and identify teachers with high levels of practical and critical reflection. Further, classroom observations of two reflective teachers assessed the impact of reflectivity on performance. Semistructured interviews explored inspectors' views on implementing reflective approaches in development programs. The study involved 150 EFL teachers and 2 inspectors from the Wilaya of M’sila. Results indicated that teachers demonstrate moderate levels of reflection, employing reflective strategies without full awareness of reflective teaching concepts. Inspectors recognize the value of reflective practices but note that professional development programs promote reflective skills implicitly, influenced by technical rationality orientation. Thesis Submitted to the Department of English in Candidacy for the Degree of LMD Doctorate in Didactics of English language Wed, 01 Jan 2025 00:00:00 GMT http://dspace.univ-chlef.dz/handle/123456789/2122 2025-01-01T00:00:00Z