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Simulation without Parallelism: Teaching English Literature at an Algerian University before, during, and after COVID-19
Full text linkCOVID-19 has evoked an urgent need for a distance educational system. Although the Algerian Ministry of Higher Education and Scientific Research spares no effort to facilitate and promote online teaching methods, many obstacles continue to hinder and impair the didactic operation. This paper employs a questionnaire to investigate the reasons behind Algeria’s inability to keep up with the first-world countries’ successful experience in distance learning. It also examines the difficulties that transpire from the lack of parallelism between these developed countries and the developing or underdeveloped ones. Teaching English Literature to non-native students can be a challenge. This has always been true even when the teaching-learning process was done face-to-face in a classroom. Like many other subjects, English literature has been affected by the changes the pandemic brought to the pedagogical procedure. The present study uses observation to shed light on teaching English literature at an Algerian university to illustrate the negative and positive outcomes of the pandemic on the educational system. Finally, this paper reveals that Algeria is witnessing rapid progress in the field of online education and that teaching English literature in Algeria is also improving
Exploring Students’ Digital Literacy and Attitudes Towards Technology Applications in Learning English: The Case of Second Year Students of English at Skikda University
Full text linkThis paper investigates students’ digital literacy and their attitudes towards technology applications in English language learning. The study presents digital technologies as an important aspect of language learning and stresses the concept of digital literacy among EFL learners. Thirteen second-year students of English are selected based on random sampling to take part in this quantitative study. Moreover, quantitative research was conducted, which is based on an online questionnaire administered to 13-second year students of English at Skikda University to explore their attitudes toward digital technologies in EFL instruction and the frequency of using technology applications in English learning. The findings of the survey show that university students have access to digital tools, such as cell phones. Nonetheless, computers and other digital tools were rarely used in educational settings. Furthermore, the results indicate that EFL students have positive attitudes toward information and communication technologies. 
Emotional Intelligence: A Fundamental Aspect of Successful Higher Education Teachers
Full text linkContemporary research appears to be less concerned with the traditional premise that teaching is limited to imparting content knowledge of a certain subject area through effective teaching methodologies. Scholars now are inclined to lean more towards “emotion” than towards “cognition.” Being cognizant of the momentousness of emotional intelligence, the purpose of this research is to clarify the concept of “emotional intelligence,” investigate the degree to which teachers of English at Hassiba Benbouali University of Chlef, Algeria, are emotionally intelligent, and, lastly, make suggestions that could aid in advancing the emotional intelligence of educators. To achieve this goal, 103 EFL students participated in the study. The researchers, grounded in a mixed-methods approach, employed strategies and techniques suitable for both qualitative and quantitative methods. To provide a good interpretation of the open-ended question addressed to the participants, the authors of this research paper resorted to the quantitative content analysis approach. We collected data using a web-based questionnaire that we sent as Google Forms to the students\u27 Facebook accounts. To address the issue of missing data during data analysis, the authors of this research employed the listwise deletion approach. Despite the sink-or-swim scenario and the stressful conditions that consist of the pressure exerted by the administration, absence of professional and emotional development/training, overcrowded classes, lack of coordination among teachers, the nature of the LMD system that is unsuitable for our university’s realities, etc., this research outcome reveals that teachers possess emotional intelligence to some extent
Impact of Artificial Intelligence on the Roles of Professors from the Perspective of University Students
Full text linkThis study aims to explore the role of using artificial intelligence tools in enhancing the role of the professor in the educational process from the perspective of university students. An electronic questionnaire was distributed to 152 university students from various disciplines and universities in Algeria, and the results were analyzed using SPSS and AMOS programs. The results showed a statistically significant positive effect of using artificial intelligence tools on the role of the professor and a negative but weak effect of the level of familiarity with information and communication technology as a moderator variable on the effect of artificial intelligence tools on the professor\u27s role.
 
Detection of AI-generated Writing in Students’ Assignments: A Comparative Analysis of Some Tools\u27 Reliability
Full text linkThis article answers the question: How reliable are current detection tools at identifying human or AI writing in students\u27 assignments? It aims to test the reliability of these tools through a comparative analysis of 10 of the most popular ones. This enabled us to assess the reliability and robustness of such tools in the face of various writing manipulations that some students may perform while producing their work to hide the artificial origin. We revealed the limitations of each tool taken individually and the need to combine several to overcome their deficiencies and use them to detect the presence of AI writings in students\u27 work
Investigating PhD Students’ Attitudes towards Using Chatbots for Thesis Correction
Full text linkThis study aims to investigate PhD students’ attitudes towards the use of chatbots to provide them with feedback on their theses. It also assesses the effectiveness of the chatbot in delivering timely and constructive feedback, ultimately contributing to the quality and coherence of students\u27 work. Moreover, the integration of chatbots into the thesis writing process represents a promising advancement in academic support, offering students immediate feedback and assistance in managing their writing tasks. While chatbots offer valuable support in the thesis writing process, their current capabilities are insufficient to fully replace or seamlessly integrate with traditional supervisor feedback, highlighting the need for a balanced approach to academic writing support. Accordingly, the findings of this study suggest that while chatbots can enhance the writing process by providing timely and organised feedback, there is a need for ongoing development to improve their contextual understanding and analytical depth, ensuring they meet the diverse needs of students engaged in complex research endeavours
Digital Transformation and AI Applications in Analyzing the Play A Journey in a Coma
Full text linkThis study aims to explore the concepts of digital transformation and the mechanisms of artificial intelligence in the present era. All AI programs serve as a bridge between computational technologies and their practical applications in various fields of science, particularly focusing on the humanities. Given the significance of the idea that digital transformation and AI technologies primarily aim to simulate human intelligence, perform its cognitive functions, and execute its mental processes at the required speed, this informational issue has become a contemporary challenge among researchers. This topic has gained special importance when we attempt to apply its research findings to virtual creative art, with a specific focus on dramatic art. In this critical analysis, we follow a semiotic approach. From this perspective, the subject of our study addresses: "Digital Transformation and AI Applications in Analyzing the Play A Journey in a Coma in which the author JazilaMimshawi adopted some artificial intelligence techniques, attempting to simulate historical figures with virtual dramatic characters, and relying on the element of time by connecting the past with the future to keep pace with contemporary developments
L\u27interaction orale en présentiel et à distance, étude de cas : les étudiants de 1 ère année licence de français
No full textL’adoption des TICE dans l’enseignement supérieur en Algérie a suscité une réflexion nuancée sur leurs impacts sur les pratiques pédagogiques et les dynamiques d’apprentissage. Une étude comparative menée en 2020 auprès d’étudiants de première année de licence de français à l’université de Saida a mis en évidence des résultats inattendus. Contre toute attente, les séances en présentiel ont montré une participation limitée des étudiants, alors que les séances à distance ont permis une plus grande participation, un constat qui interroge sur les facteurs pouvant expliquer ce phénomène. En revanche, les cours à distance ont favorisé une plus grande implication des étudiants, notamment grâce à la flexibilité qu’ils offrent. Lors des débats, les étudiants avaient tendance à faire des interventions plus longues lorsqu\u27ils participaient à distance par rapport à celles effectuées en présentiel. Toutefois, les débats en présentiel étaient caractérisés par un plus grand nombre d\u27interruptions, ce qui restreignait la parole des étudiants. Dans les deux modalités, la motivation des étudiants est apparue élevée, mais elle semblait renforcée en distanciel, notamment en raison de la fréquence des échanges. En résumé, l\u27apprentissage à distance favorise et encourage une interaction verbale entre les étudiants plus fréquente et plus stimulante. Notre étude porte sur l’interaction verbales des étudiants de première année licence de français à l’université de Saida, Algérie, dans l\u27enseignement hybride, une approche combinant enseignement à distance et présentiel. Elle compare le niveau de participation des étudiants, la durée des interventions lors des débats, le nombre d\u27interruptions et la motivation des étudiants dans les deux contextes. L’adoption des TICE dans l’enseignement supérieur en Algérie a suscité une réflexion nuancée sur leurs impacts sur les pratiques pédagogiques et les dynamiques d’apprentissage. Une étude comparative menée en 2020 auprès d’étudiants de première année de licence de français à l’université de Saida a mis en évidence des résultats inattendus. Contre toute attente, les séances en présentiel ont montré une participation limitée des étudiants, alors que les séances à distance ont permis une plus grande participation, un constat qui interroge sur les facteurs pouvant expliquer ce phénomène. En revanche, les cours à distance ont favorisé une plus grande implication des étudiants, notamment grâce à la flexibilité qu’ils offrent. Lors des débats, les étudiants avaient tendance à faire des interventions plus longues lorsqu\u27ils participaient à distance par rapport à celles effectuées en présentiel. Toutefois, les débats en présentiel étaient caractérisés par un plus grand nombre d\u27interruptions, ce qui restreignait la parole des étudiants. Dans les deux modalités, la motivation des étudiants est apparue élevée, mais elle semblait renforcée en distanciel, notamment en raison de la fréquence des échanges. En résumé, l\u27apprentissage à distance favorise et encourage une interaction verbale entre les étudiants plus fréquente et plus stimulante. Notre étude porte sur l’interaction verbales des étudiants de première année licence de français à l’université de Saida, Algérie, dans l\u27enseignement hybride, une approche combinant enseignement à distance et présentiel. Elle compare le niveau de participation des étudiants, la durée des interventions lors des débats, le nombre d\u27interruptions et la motivation des étudiants dans les deux contextes. 
Demonizing Transhumanism and Creating Otherness in Frankenstein and Other Selected Science Fiction Novels
Full text linkيشير مصطلح "ما بعد الإنسانية" إلى توظيف العلم والتكنولوجيا لتجاوز حدود الطبيعة البشرية. ويعود هذا المفهوم إلى الأساطير التي سبقت الحضارات الحديثة، إلا أن معظم الدراسات تعتبره بديلاً محفوفًا بالمخاطر للرعاية الصحية التقليدية. يستعرض هذا المقال التطور الثقافي والأدبي لمفهوم ما بعد الإنسانية، من جذوره الأسطورية إلى تجلّياته في أعمال الخيال العلمي الحديث، مع تركيز خاص على مفهوم "الآخرية الوسيطة" من منظور نيتشوي. كما يبحث المقال في أهمية نماذج الوظائف التنفيذية العليا في النمو السلوكي وتكييف اللاوعي الجمعي. ويعتمد على تحليل الخطاب لفهم كيفية بناء المعاني وتشكيل علاقات القوة والمعايير الاجتماعية، مع الاستعانة بإطار نظري لتحليل تأثير القواعد الثقافية على تكوّن التقاليد الأدبية عبر الزمن.Transhumanism refers to the use of science and technology to overcome the limitations of humankind and has been one of the earliest themes found in myths that predate modern civilizations by millennia. While only a few works acknowledge its significance as a vital step in human evolution, most—including the texts examined in this study—portray it as a dangerous and ultimately doomed alternative to traditional healthcare. This article traces the cultural and literary evolution of transhumanism from its mythological roots to its modern representations in selected science fiction works, highlighting its chronological emergence in human consciousness from the 18th century onward and examining its posthuman developments. Central to the analysis is the concept of mediated otherness, or the alienation imposed by metanarratives, viewed through the Nietzschean lens of herd morality, which explains how power is preserved by rejecting diversity. The study also explores the role of high executive function modeling in behavioral development and its impact on shaping the collective unconscious. Through discourse analysis, it demonstrates how metanarratives generate meaning, enforce power structures, and establish social norms, while a theoretical framework reveals how cultural conventions shape literary traditions over time, traditions that are not always neutral or benevolent
Investigating the Challenges in Teaching Civilization: Teachers’ Perceptions at Badji Mokhtar University-Annaba
Full text linkإنّ "الحضارة" وحدة دراسية تعتمد على التاريخ والأحداث. وعلى مدى السنوات الماضية، لوحِظ في جامعة باجي مختار أن غالبية طلاب الماجستير يفضلون خيار "علوم اللغة" لسبب وحيد، وهو تجنب خيار "الأدب والحضارة". بالإضافة إلى ذلك، يشتكي أساتذة الحضارة باستمرار من قلة اهتمام طلابهم. وقد أثار هذا اهتمامنا للتحقيق في أنواع التحديات التي يواجهها أساتذة هذه الوحدة. تم توزيع استبيان على أساتذة الحضارة في جامعة باجي مختار – عنابة، وقد أجاب عليه سبعة أساتذة. أظهرت النتائج أن طبيعة الوحدة نفسها تُعدّ تحديًا، حيث أكد الأساتذة أن المحتوى صعب، وطويل، ويحتوي على مصطلحات معقدة. إلى جانب ذلك، هناك تحديات تتعلق بمواقف الطلاب ودوافعهم، وأخرى ترتبط بأساليب واستراتيجيات تدريس محتوى هذه الوحدة. لذلك، من الضروري رفع وعي أساتذة الحضارة بهذه التحديات، إلى جانب التأكيد على أهمية تعديل منهجهم التدريسي.Civilization is a module based on history, dates, and events. Over the past years, at Badji Mokhtar University, it has been observed that the majority of Master\u27s students prefer the ‘Language Sciences’ option solely to avoid the ‘Literature and Civilization’ option. In addition, Civilization teachers consistently complain about their students’ lack of interest. This stimulated our interest in investigating the types of challenges encountered by Civilization teachers. A questionnaire was administered to Civilization teachers at Badji Mokhtar University–Annaba, and seven teachers responded. The results showed that the nature of the module itself is challenging, as teachers affirmed that the content is difficult, lengthy, and contains complex terminology. Moreover, some challenges are related to students’ attitudes and motivation, while others concern the teaching approaches and strategies used to deliver the module’s content. Therefore, it is necessary to raise Civilization teachers’ awareness of these challenges, as well as the importance of modifying their teaching approache