Journal of Languages & Translation

Exploring Algerian EFL students’ familiarity, use and attitudes towards generative Artificial Intelligence tools in education

2025-07-25T17:46:06+00:00

It is agreed nowadays that Artificial intelligence (AI) has gained wider acclamation invarious sectors, including education. The integration of AI in education has unveiled an array of AI-powered tools, revolutionizing teaching and learning and equipping both students and teachers to navigate the demands of the digital era. Within the framework of the Technology Acceptance Model, the present study aims to explore Algerian EFL students’ familiarity, use and attitudes towards artificial intelligence tools and chatbots in the learning process. To this end, an exploratory study involving a mixed-methods design was conducted with 305 graduate and undergraduate EFL subjects intheDepartment of English of the University of Algiers 2. The results emerging fromthe quantitativeandqualitative analysis of the questionnaire revealed that the subjects were familiar with different AItools, such as Chatbots and generative tools, mainly using them to complete tasks requiring both lower and higher-order thinking skills. The subjects generated positive attitudes towards the use of AI, favouring their efficiency and support but expressing concerns about potential over-relianceandimpacts on their motivation, critical thinking skills and creativity. The study concludes with suggestions for future research on the ethical implications and best practices for AI use in higher education.

Assessing master dissertations in the age of Artificial Intelligence study case: Master 2 students (2022-2023) at Skikda University

2025-07-25T17:57:35+00:00

The growth of artificial intelligent generative models, though practical and so useful, is thrusting the various educational institutions to rethink their objectives and take new measures to cope with its evolutionary urges. The overriding aim of this paper is to explore the utility and the effectiveness of the formerly-used evaluative methods of master dissertations in the age of artificial intelligence. In doing so, the study examines the students’ failures and motives to use such tools from the perspective the examiners. The study further scrutinizes alternative assessment methods that examiners may adopt if the traditional ones prove a failure. To achieve this, a descriptive approach was employed, and a close-ended questionnaire, with multiple choices, was distributed to 25 teachers in the Department of Foreign Languages at SkikdaUniversity during the academic year 2022-2023. The analyses of the questionnaire demonstrate that the teachers are so skeptical about the students’ use of ChatGPT to elaborate their research work for different reasons that the study discusses. Nevertheless, the study points to the need to reconsider and potentially rework assessment methods and strategies for Master 2 dissertations, moving beyond traditional approaches and incorporating new ones. Artificial intelligence, despite its significant potential, is essentially a tool that students should use and not be used by.

Comparative analysis of instructional models for designing effective online courses: ADDIE, SAM, and Dick & Carey approaches

2025-07-25T18:02:31+00:00

This study provides a comparative analysis of three instructional design models—ADDIE, SAM, and Dick & Carey in the context of online course design. The objective is to evaluate the effectiveness of these models across different learning environments, including synchronous, asynchronous, and blended learning. A meta-analysis methodology was employed, reviewing articles publishedbetween2010 and 2023. Data were collected through a systematic literature review of studies focused on applying these models in online education, and analyzed using statistical tools such as effect size and variance analysis. Results indicate that the ADDIE model excels in asynchronous learning environments due to its structured, linear approach. In contrast, the SAMmodel proves more effective in synchronous settings where adaptability and rapid prototyping are crucial. The Dick&Carey model is particularly well-suited for blended learning environments due to its comprehensive and detailed instructional design process. The findings of this research offer practical insights for instructional designers and educators in selecting the most appropriate model based on course objectives and the specific learning context. The study concludes by emphasizing the needfor atailored approach to instructional design, recommending further research into emerging technologies like AI and adaptive learning.

ESP online learning in the post-COVID 19 pandemic era: A step towards autonomy, intercultural competence and critical thinking

2025-07-25T18:09:19+00:00

The closure of educational institutions across the globe due to the COVID-19 sanitary crisis has highlighted technology as the only tool to continue the teaching-learning activity. However, continuity should not be regarded as the sole objective of remote education. While initially conceived a measure to cope with the unprecedented disruptions, remote education revealed significant potential beyond education continuity and mere knowledge transmission. Throughout this paper, it is argued that technology-mediated education cannot be only used to continue curriculum delivery and transmit subject-knowledge, but also to develop students’ skills: autonomous learning, critical thinking, and intercultural communicative competence. The central argument is that ICTs, which have added another facet to language teaching/learning process, bring to the fore the necessity to link language mastery to autonomy, intercultural competence, and critical thinking. To this end, this study proposes an approach to ESP education based on the socio-constructivist learning theories. The principles of the proposed approach make it possible to reciprocally develop professional and life skills which are of high importance for future engineers. By aligning the socio-constructivist principles with the potentialities of ICT, this paper presents a research-informed perspective on enhancing ESP education in the digital age by making a shift in the perception of remote education from a temporary necessity to a valuable and permanent component of modern education; essential for fostering skill development and preparing Algerian engineering studentsforthe challenges of the 21st century.

Exploring the relationship between the age of newly recruited Algerian EFL primary school teachers and stress in classroom management: Ten newly recruited teachers in Djelfa- Algeria

2025-07-25T18:15:49+00:00

Teaching young learners at primary schools is taxing even for most experienced teachers as teaching takes a toll on both the body and the mind. From this respect, the study aims to explore the potential relationship between two variables: age at the time of recruitment and stress in classroom management. Hence the work attempts to answer two questions. The first one discusses how the age of newly recruited EFL primary school teachers in Algeria correlates with their stress level and classroom management skills. The second ponders on whether professional development programs are tailored to address age-related considerations. In longitudinal research that extends over an eighteen-month period, the study utilized the mixed-method approach relying on two data collection tools: a questionnaire and interviews with triangulation in mind. The results indicate that a teacher being recruited at an older age, thirty or more (in the context of this research), can strugglewithclassroom management, energy levels, stress, and even their ability to relate to learners of various age groups. Furthermore, teacher training does not incorporate any discussion on the potential impact of a teacher's age on classroom management, focusing instead on universal strategies that are deemed to fit all teachers.

The importance of teaching cultural context when teaching idiomatic expressions in Arabic

2025-07-25T18:19:52+00:00

This study investigates the importance of integrating cultural context in teaching idiomatic expressions in Arabic to non-native learners. The findings suggest that including cultural elements enhances students' understanding and use of idiomatic expressions, thus contributing to their overall language proficiency. Data was collected through surveys and qualitative interviews, showing that students exposed to idioms in cultural contexts demonstrated improved conversational competence. Practical recommendations for teachers are presented, emphasising cultural narratives and interactive teaching strategies. The study also highlights the need for further research into the impact of cultural context on other facets of language learning. The scope of research should be broadened to include different learner demographics.

Pedagogical strategies for teaching children's literature in higher education: Insights and implications for transformative practices

2025-07-25T18:23:21+00:00

This study examines the various pedagogical strategies used in teaching children's literature at the university level, revealing notable disparities in approaches and highlighting the need for further in-depth research. The method adopted is based on a careful analysis and rigorous synthesis of existing publications, academic points of view and empirical research in order to develop a holistic vision of the research problem and to formulate relevant answers to the questions posed. The importance of children's literature in academia is highlighted as a dynamic area of research, highlighting its transformative role in society. The results indicate a predominance of technical aspects of literacy, with fragmented implementation of innovative teaching practices. The study's findings highlight the critical need for teacher training programs that effectively integrate children's literature, as well as increased awareness of its transformative potential. By identifying current gaps, the study suggests ways to enrich educational programs and promote a more inclusive and diverse literature. The implications also suggest the importance of promoting innovative teaching methodologies and diversifying the literary sources used in the classroom. In conclusion, this study makes a significant contribution to the understanding of current teaching practices and suggests valuable avenues for the continuous improvement of children's literature teaching, thereby promoting high-quality and more holistic literary education, accessible to everyone and everywhere.

Integrating CLIL into Algerian tertiary education: A dual-focused approach on enhancing teaching methodology and refining translation practices

2025-07-25T18:27:13+00:00

In recent years, the global university rankings have highlighted the significance of student and teacher mobility, as well as the use of technology to facilitate virtual educational exchanges. As a result, there is an increased interest in specific programs and unique features that enhance internationalization in higher education, fostering competition between various institutionsandcountries. With globalization on the rise, Content and Language Integrated Learning (CLIL) is gaining significance at the tertiary level. This reflective work aims to examine the preconditions, facilitators and barriers to the implementation of CLIL in Algerian universities, to assess its impact on students' learning outcomes, language proficiency and academic success, to analyse the difficulties and opportunities in different academic contexts, and to explore the most effective methods for integrating CLIL in different academic settings. Ultimately, the present work puts forward a number of recommendations to support the continued advancement of internationalization efforts and the cultivation of globally competent graduates who can thrive in diverse academic and professional environments.

Assessing Content and Language Integrated Learning in Algerian higher education

2025-07-25T18:31:08+00:00

This study explores the effectiveness of Content and Language Integrated Learning (CLIL) in Algerian higher education, aiming to enhance the language and content proficiency of Englishforspecific purposes students. It targets the assessment of both language proficiencies with its constituent levels phonology, morphology, semantics, and syntax. The study focuses in parallel to assess ESP students’ content proficiency considering the Four Cs; Content, Cognition, Communication, and Culture. Using an experimental design with 50 ESP students, the research employed pre-test and post-test assessments alongside structured questionnaires and classroom observations. The findings reveal significant improvements in both language learning and subject-specific knowledge following CLIL implementation. ESP Students demonstrated enhanced critical thinking, problem-solving skills, and effective communication across the Four Cs—content, cognition, communication, and culture. Language proficiency advancements were evident in phonology, morphology, semantics, and syntax, highlighting improved pronunciation, word formation understanding, semantic comprehension, and grammatical accuracy. Despite these gains, challenges surfaced in consistent scaffolding by teachers and students' application of cognitive strategies to avoid direct translation, hindering deeper language processing and complex idea expression. The study recommends ongoing professional development for teachers to refine scaffolding and cognitive strategies, and curriculum enhancements focusing on syntactical complexities and diverse communication tasks tailored to student needs. Addressing these recommendations canoptimizeCLIL's benefits and provide students with better preparation for global academic and professional demands.

Coming into teaching: The impact of the profession on novice teachers’ feelings, identities, and wellbeing

2025-07-25T18:37:10+00:00

Teaching is considered a difficult, demanding, and exhausting job. The interplay of several features, components, and hardships in the profession renders its sustainment arduous. Often, teachers have to learn and re-learn on the job, thus undergoing multi-layered transformations that provoke many tensions. Drawing upon the existing literature and a mixed-method study, this article examines the influence of the teaching profession on novice teachers’ feelings, identities (professional and personal), and wellbeing. To collect data, a cohort of novice Algerian EFL teachers participated in the exploration through an online survey. The results, analysed graphically and qualitatively(thematically), reveal that novice teachers find teaching overwhelming and consuming. The participant teachers reckon that teaching has added to their stress and anxiety levels, affectingtheirphysical and mental health, memory, and concentration. Therefore, it is concluded that teaching transforms novices’ feelings, identities, and wellbeing through its processes, routines, responsibilities, and commitments. The study recommends relying on a support system that assists teachers in coping with the impact and adversity of the profession. Providing assistance and encouragement for teachers is also advised. Moreover, improving one’s reflective practice, resilience, stress management, self-care, and dedication to the job can be functional mental and emotional resources for teachers.

Blended learning as helping tool to enhance student learning

2025-07-25T18:40:04+00:00

The COVID-19 pandemic has significantly reshaped the global educational landscape, compelling institutions to rapidly adopt distance learning strategies. In Algeria, where face-to-face instruction has long been the standard, this transition presented a range of new challenges. This article examines the effectiveness of blended learning—a hybrid model that integrates both distance and in-person instruction—within the context of Algerian higher education. To evaluate its impact, a survey was conducted among Master’s students in Translation at the University of Mascara, using a questionnaire followed by a descriptive analysis of the collected data focusing on response frequencies and patterns among the participants. The findings confirm the anticipated benefits of blended learning while uncovering additional advantages. They emphasize the urgent needforAlgerian universities to strengthen their infrastructure and resources to support this approach effectively, while also addressing the socio-economic disparities that influence students’ access to distance learning.

The negative cross-linguistic influence of Arabic on the English written productions of Algerian novice learners

2025-07-25T18:44:33+00:00

This study explores the impact of Arabic on the English written output of Algerian pupils. It focuses primarily on disclosing the nature of the influence on the levels of lexis, grammar, and writing conventions of English and attempts to identify the main sources responsible for such linguistic deviations. The methodology involves a qualitative, corpus-based study of written compositions from 98 fourth-grade pupils at an Algerian middle school. The analysis was conducted through the adoption of error analysis and thematic analysis techniques while incorporating aspects of contrastive analysis to detect the sources of interlingual errors. The results revealed that Arabic influences English writing through script code-switching and transliteration, as well as impacting idiomatic choices, leading to significant lexical and semantic divergences. Errors stemming from grammatical differences, such as article omission, copula dropping, and future tense formation, highlighted the contrasts between the Arabic synthetic structures embedded with morphological inflections and English analytic patterns. Additionally, the study identified errors involving prepositions, such as unnecessary additions influenced by Arabic, and writing convention mistakes, including improper capitalization. The findings highlight the necessity of developing strategiestoincrease learners' awareness of Arabic cross-linguistic interference, thereby enhancing their writing proficiency.

The impact of parental language attitudes on children's proficiency in Standard Arabic in an Algerian context

2025-07-25T18:49:11+00:00

This study examines how parental language attitudes and involvement impact children's proficiency in Standard Arabic (SA) and the various factors influencing these views inAlgeria, where Dialectal Arabic (DA) is the mother tongue. In this diglossic context, the linguistic challenges children face in school are critical educational concerns. The study employed a mixed-methods approach, administering a structured questionnaire to 132 randomly selected parents who met specific inclusion criteria, and utilized snowball sampling to further expand participant reach. Additionally, structured interviews were conducted with 11 primary school Arabic teachers, selected through purposive sampling to gather in-depth insights. All data collection occurred on online platforms, facilitating accessibility and participation. Quantitative data from the questionnaires were analyzed using frequency distribution and Spearman's rank correlation to explore the relationship between parental attitudes and children's proficiency in SA. Qualitative data from the interviews were analyzed through content and thematic analysis to uncover key themes and patterns. The findings revealed a significant positive correlation between favorable parental attitudes and higher proficiency levels in SA. Children whose parents hold supportive opinions toward SA and encourage its use at home, engaging them in SA-related activities, such as reading and assisting with homework, showed marked improvements in vocabulary, grammar, and confidence in using SA in various settings.

Teachers' insights on the role of pedagogical translation in developing language skills in French as a Foreign Language among secondary-level students in Algeria: A quantitative study

2025-07-25T18:55:17+00:00

This study investigates the insights of French as a Foreign Language (FFL) teachers regarding the efficacy of pedagogical translation in developing linguistic skills among secondary-level students in Algeria. The research aims at providing empirical data on teachers' insights concerning the effectiveness of pedagogical translation in French language instruction at the secondary level in Algeria. Applying a quantitative approach, a questionnaire was distributed to 849 FFL teachers across 60 Algerian education directorates. The survey instrument, designed with a 5-point Likert scale, explored various aspects of translation's effectiveness in language acquisition, including its role in skill development, student engagement, and cultural understanding. Data analysis was conducted using SPSS software, with descriptive statistics calculated to determine means and standard deviations.Results revealed an overall positive insight of translation's effectiveness in enhancing linguistic competencies, with a global mean of 3.92.

From inadequacy to becoming in Leila Aboulela’s The kindness of Enemies

2025-07-25T19:01:07+00:00

This article conducts an in-depth examination of the concept of “becoming” in Leila Aboulela’s The kindness of the Enemies, focusing on the evolution of the main character, Natasha, from a state of insecurity to an enlightened understanding of her authentic self. Through a juxtaposition of modernScotland after 9/11 and the Caucasus region during the 19th century, Aboulela accentuatestheprofound impact of historical and societal phenomena on personal identity. She critically addresses and subverts media stereotypical representation of Muslims, while intricately exploring the nuances of cultural and religious identity. The novel’s protagonist, along other characters, exemplifies how contemporary diasporic Muslim identities are bound to their historical and cultural heritage and how they negotiate their identities in the modern world. Relying on Deleuze and Guattari’s notion of “becoming”, this article, through textual analysis, provides a nuanced understanding of Natasha’s development of subjectivity and identity formation. The analysis reveals that her fluidpassagesbetween various spaciotemporalities as well as her nascent sympathies and alliances compel her to quest her selfhood beyond the binary logic of inclusion and exclusion.

The African literary text ‘The Lion and the Jewel’ by Wole Soyinka from feminist perspectives

2025-07-25T19:11:39+00:00

The portrayal of women in African literature continues to be a subject of active attention in the field of literary criticism. This paper aims to analyse the representation of African womeninTheLion and The Jewel by Wole Soyinka. The study adopts a feminist criticism approach to explore the increasingly gender-sensitive perspective depicted in this literary work. The primary objective is to highlight the inaccurate depiction of women in male writing and how they are striving to draw images of women and their agency in society. Findings showed the gap between genders by presenting them as unequal in all spheres of life. The prevalence of male supremacy and sovereignty is still a reality in some of the African patriarchal societies and women still suffer at the expense of men, as patriarchy still exists especially in rural areas where some cultural practices marginalise women.

Unveiling the world through stories: Fostering EFL learners’ intercultural sensitivity through storytelling circles

2025-07-25T19:16:06+00:00

In the wake of globalization, the world requires intercultural competent individuals with a heightened level of awareness and sensitivity towards others. This study addresses the effect of adopting storytelling circles on fostering students’ intercultural sensitivity in EFL classrooms. To attain this goal, the study followed a quasi-experimental mixed methods design with a single case study of 8 students assigned conveniently from the population of third year undergraduate EFL students at the University of Guelma, Algeria. The intervention which was launched in the academic year 2023-2024 adopted Chen and Starosta’s (2000) intercultural sensitivity scale as a pre and post test, besides audio recordings of the sessions, reflection tasks, and the field notes of the researcher. The quantitative analysis of the pre and posttest using the Wilcoxon-signed ranks test revealed a significant difference between students’ intercultural sensitivity level before and after the treatment as p=0,00>0,05 in which learners moved from low to high level of intercultural sensitivity. Qualitative findings of other tools revealed that learners developed a shade of ethnorelativism, positive attitudes towards cultural diversity, and challenged their held stereotypes and prejudices. Therefore, the alternative hypothesis implying that storytelling circles foster intercultural sensitivity was retained. As a corollary, the study suggests more research on the effect of storytelling circles on intercultural sensitivity, the adaptation of critical intercultural education and a non-essentialist paradigm of culture when cultivating intercultural sensitivity, and systematic intercultural training for EFL teachers.

Bridging languages: Innovations in translation and language education

2025-07-25T19:18:46+00:00

This paper has three primary objectives. First, it aims to examine how translation can enhance language comprehension by promoting a deeper understanding of both the source and target languages (Cook, 2010). Second, it attempts --to assess the impact of translation on language acquisition strategies, focusing on how various pedagogical methods incorporating translation affect learners' ability to develop and apply language skills effectively (Malmkjaer, 2009). Lastly, the paper explores both the advantages and limitations of using translation in language instruction, evaluating its potential to improve learning outcomes while also identifying challenges and suggesting strategies to overcome them. Through these objectives, the paper aims to provide a thorough overview of translation's role in language education and offer practical recommendations for enhancing teaching practices.

The effect of letter translation in highlighting acculturation in "Midaq Alley" Bynaguib Mahfouz & its english translation by Trevor Legassick

2025-07-25T19:25:11+00:00

This paper highlights the critical role that letter translation plays in fostering cultural cross-fertilization through the process of acculturation in the novel "Zikaq Almadaq " by Naguib Mahfouz. The concept of letter translation, as developed by French critic Antoine Berman, aims to preserve the original text's identity while avoiding distortion. Since language is an intrinsic aspect of identity and a representative of culture, translating a work from one language into another inevitably involves either emphasizing or distorting its identity and culture. Identity and culture are the broad psychological and intellectual frameworks that society uses to represent its existence. This study explores the potential of letter translation to highlight and create cultural cross-fertilization, as well as its ability to absorb elements of Arabic (Egyptian) culture, integrate them into the translation, and transform them into a different cultural act without distorting or compromising the original principles. We adopted a descriptive, analytical, and comparative approach to selected words and phrases from the novel that encapsulate the Egyptian cultural and identity environment. These elements were translated based on the letter translation approach, including local linguistic expressions, religious and political beliefs, proper and place names, local dress, and popular foods. The study reveals that letter translation fulfils the task of accepting the other and extending hospitality, fostering an atmosphere of cultural cross-fertilization by emphasizing linguistic differences.

Cross-modal translation in the digital age: Adapting/ remediating Shakespeare’s Hamlet for interactive media through the Elsinore video game

2025-07-25T19:30:05+00:00

The present paper explores the evolving field of cross-modal translation with a particular focus on the adaptation of literary works into interactive digital genres, using the 2019 video game Elsinore, an adaptation of Shakespeare’s Hamlet, as a case study. As technology advances, the boundaries between text, audio, and visual media blur, presenting new challenges and opportunities for translators and content creators. This study argues that cross-modal translation in video games is driven by a dynamic interplay of adaptation and remediation, functioning together as an intrinsically synergistic and mutually reinforcing process. While previous research has largely overlooked this connection, recognizing this synergy is crucial to understanding the complexity of cross-modal translation in video games. Through a combination of theoretical analysis and a detailed examination of Elsinore, the study addresses the linguistic, cultural, and technological challenges of preserving the essence and integrity of literary works while adapting them for interactive platforms. Key concepts such as interactivity, immersion, and narrative in video game adaptations are analyzed, along with how these elements influence the user’s engagement with the source material. The examination of Elsinore includes aspects such as story structure, narrative impact, user interaction, and the methods used to translate literary devices into interactive elements. By focusing on how Elsinore adapts and remediates Hamlet for an interactive format, the paper highlights the challenges and innovations in cross-modal translation. It also examines how the game preserves key themes and motifs while introducing new interactive elements, and how these changes shape user engagement and narrative exploration. Finally, this research contributes to understanding how interactive media offer new ways to experience and engage with classical literature, opening up avenues for future exploration in cross-modal translation and interactive storytelling.