Langue Anglaise

Permanent URI for this collectionhttps://dspacee.univ-temouchent.edu.dz/handle/123456789/744

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The falsification of Truth and Identity in William Gibson's Neuromancer.
(UNIVERSITY OF AIN TEMOUCHENT, 2025) BELROMARI,Meriem Selssabil; YAHIA,Fatima
This interdisciplinary qualitative approach explores how the consequences of massive technological advancements lead to a state of falsification of truth and identity in William Gibson’s Neuromancer (1984). Placing the novel as a mirror of contemporary society, it induces a shift to digital culture due to corporatisation. Employing the postmodern criticism, cybernetic and critical social theories, and discourse analysis. The analysis reveals how the corporatised consumption of technology and scientific manipulation falsify the individual’s identity and truth. The study explains that the novel’s key lens corrodes the natural humanistic mechanism, reducing characters to obedient subjects by inhabiting fragmented and fictionalised selves, revealing the vulnerability of individual identity in a digital, totalitarian world, serving as a tool for corporate and institutional control and reality manipulation, constructing a mediated sense of autonomy that obscures the erosion of individuality. In addition to the intertextual reading of George Orwell’s 1984, which reveals shared, timeless warnings against specific mechanisms of digital oppression across literary criticism. Ultimately, this approach argues that Neuromancer serves as a cautionary tale about the consequences of a high-technological society that blurs the lines between the real and the virtual.
Nostalgia and the Alienated Self in Mourid Barghouti’s I Saw Ramallah.
(UNIVERSITY OF AIN TEMOUCHENT, 2025) FEKIH, Nadera; KERSANI, Hasna
The present study examines the concepts of nostalgia and the alienated self within the Palestinian experience, particularly in Mourid Barghouti’s I Saw Ramallah. Using an interdisciplinary analytical approach, this work aims to analyse how nostalgia functions and demonstrates that it is more than just longing for the past. Instead, nostalgia is a way for people to cope with feelings of loss and disconnection. Additionally, this study seeks to illustrate the unique experience of alienation as experienced by the writer. The research looks into how the Nakba of 1948 and the Six-Day War of 1967 fractured families and created a diaspora characterized by loss of identity. It also emphasizes the darker side of what Palestinian people have endured, between memories and current realities, and the large gap between what returning exiles hope for and what they unexpectedly face.
Navigating Hybridity: The Complex Interplay of Identity and Belonging in Chinua Achebe’s Things Fall Apart.
(UNIVERSITY OF AIN TEMOUCHENT, 2025) LETAIEF, Baya Djouhaina; HOUARI, Rayhane
This thesis explores the impact of colonialism on the personal identities and psychological states of characters in Things Fall Apart (1958). Throughout the novel, colonialism has influenced tribes beliefs and individual lives, particularly Okonkwo’s, who is torn between traditional Igbo customs and the new colonial order. This work aims to investigate the internal struggles faced by individuals as they try to deal with the shifting cultural forces that were brought by colonial rules. Moreover, it examines the themes of displacement, alienation, and identity crisis by highlighting the cultural breakdown, identity confusion, and hybridization in the postcolonial African literature. Hence, the present research digs deeply in these tensions through the lens of Frantz Fanon’s analysis of alienation and cultural stereotyping, as well as Homi’s Bhabha’s theories of hybridity and notion of the Third Space Ultimately, this research argues that colonialism not only fractures traditional cultural structures but also creates internal tension, shaping hybrid identities that leaves individuals suspended between the past and the unfamiliar colonial present.
Racism in Toni Morrison’s The Bluest Eye
(UNIVERSITY OF AIN TEMOUCHENT, 2025) NAMAOUI, Fadila; BENFODDA, Assia
This thesis examines the presentation of racism in Toni Morrison's The Bluest Eye, focusing on how internalised, interpersonal, institutional and structural forms of racism intersect to shape identity and self-perception. Set in mid 20th century Ohio, Morrison’s narrative exposes the destructive power of Eurocentric beauty standards, revealing whiteness as both a social and psychological weapon. Drawing on critical race theory, postcolonial thought, and historical analyses, this study situates the novel within the legacy of slavery and the cultural construction of whiteness. Through close textual analyses, it explores how systemic oppression infiltrates everyday interactions, fractures Black selfhood , and perpetuates cycles of exclusion and self- loathing. Ultimately, this work argues that The Bluest Eye functions not only as a poignant literary portrayal of a young girl’s tragedy but also as a profound critique of the enduring racial ideologies that continue to shape beauty, belonging, and humanity in American society.
Displacement in the Thought of Abdel Wahab El-Messiri: A Critical Analytical Perspective
(UNIVERSITY OF AIN TEMOUCHENT, 2025) Shakshak, Youcef; Belahmar Louazani, Assya
The Palestinian question has long stood at the heart of Arab, Muslim, and global concerns, gaining renewed urgency in the wake of the events of October 7, 2023. Rooted in conflicting historical narratives, the Israeli-Palestinian conflict continues to revolve around competing claims to truth and legitimacy. This study explores the concept of displacement as a central theme within this conflict, particularly in light of the ongoing Gaza crisis. The recent developments challenge Israel’s assertions that no policy of forced displacement exists and that Palestinian migration is voluntary. Despite recognition by the United Nations of Palestinians as the indigenous population of the land, their continuous displacement remains inadequately documented and insufficiently addressed at both international and political levels. Dr. Abdel Wahab El-Messiri, a prominent Arab intellectual and scholar, devoted much of his academic and intellectual efforts to analyzing the Palestinian issue within a broader global framework of displacement and colonialism. By analysing his writings, lectures, and media engagements, we will highlight how El-Messiri systematically deconstructed Zionist narratives, exposing historical distortions and foregrounding the lived experiences of Palestinians since the 1948 Nakba. His writings will show that Palestinian displacement is endured despite successive peace initiatives and international mediation efforts, attributing this persistence to Israel’s disregard for political resolutions and international law. To conclude this, we discuss his later works, where he proposes pragmatic approaches for addressing the conflict, by emphasizing its structural and ideological roots.
The evolution of English usage among Algerian youth: Analyzing (2019–2025) and forecasting (2025–2031) growth rate, and identifying driving factors
(UNIVERSITY OF AIN TEMOUCHENT, 2025) BOUZID DAHO, Imene Aya; DEKHIL, Anfal Khadidja
The phenomenon of English spread is becoming increasingly observable around the world, which is a situation that applies to Algeria. In light of this, there is a recent rise in studies that attempt to capture this spread in the Algerian landscapes and educational language policy. Yet, since the English language is affecting those sides of Algeria, it is high time to investigate its influence on a more social level in speech, especially the speech of the society’s portion known for linguistic changes and innovations, and which will shape the speech in the future. Therefore, the present dissertation attempts to investigate the evolution of English usage among the Algerian youth through analysing and calculating its growth rate between 2019 and 2025 while uncovering some trends, and then forecasted it between 2025 and 2031 while identifying the driving factors behind the phenomenon. To reach these objectives, the study relied on a concurrent embedded mixed-method approach, where data were collected through two instruments using a youth speech corpus and an online questionnaire. The results of this research revealed growth in English use among the youth of Algeria and provided the growth rate percentage from 2019 up to 2025. Moreover, it succeeded in forecasting the possible growth rate within a scale of two scenario-based conditions. Those findings were supported by participants’ attitudes and expectations. Furthermore, the persistent nature of the factors discovered to be the most influential based on the sample view indicates that their impact is likely to continue.
Unveiling the Importance of the Washback Effect in Aligning Effective Teaching Techniques: An Exploratory Study of EFL Teachers’ and Students’ Perspectives at the University of Ain Temouchent
(UNIVERSITY OF AIN TEMOUCHENT, 2025) BENAYAD, Rihane Maissaa; BOUMEDIENE, Amina
Two prominent areas of education, "washback" and "curriculum alignment," are extensively explored separately but infrequently combined. The goal of the present research work is to comprehend the relationship between these two and look for any current connections between them. By outlining the empirical connections between the two domains under consideration, this work adds to the body of current literature in this area. This study investigates the interaction between washback and curriculum alignment with the aim of knowing how they assist in aligning effective teaching practices. A descriptive design was employed, and two questionnaires served as data instruments. The participants were five teachers and twenty-five students, selected to provide information on the interaction between assessment practice, curriculum alignment, and classroom instruction. The study points out areas of overlap between curriculum alignment and washback and indicates that such areas are useful in guiding practice and counteracting the negative influence of examination on learning. The study comes to the conclusion that a more comprehensive understanding of how an aligned educational system might lessen the detrimental effects of exams on classroom instruction can be obtained by examining curricular alignment and washback combined. Through such intersections, the study contributes to the existing evidence base in curriculum and assessment and suggests lines for further research on the combined contribution of washback and alignment towards effective teaching.
english language on the move: exploring Gen Z student's prespectives on tiktik as a learning toole and the pedagogical approaches of content ceators
(UNIVERSITY OF AIN TEMOUCHENT, 2025) boumaha, ouafaa; cherrak, narimane; belarbi, dalal
In recent years, TikTok is no longer associated with entertainment only, it is now addressing interesting topics and directed towards important fields, such as education. Several studies have focused on this subject to show the effectiveness of TikTok in education. They have used various contexts and research methods. However, few studies focused on the Algerian setting. This is why this current study investigates the perspectives of EFL Gen Z students about the use of TikTok as a learning tool and the process of content creation. The platform became a teaching tool where many content creators are producing and publishing content, especially aspects of the English language. This study explores how TikTok content creators are presenting their teaching educational content on the platform. In order to answer the research questions, a mixed method study was conducted to collect data. The instruments of data collection are an online questionnaire that consists of both open and closed-ended questions delivered to Master one and two students from “Didactics and Applied Languages” and “Literature and Civilization” specialities at the University of Ain Temouchent - Belhadj Bouchaib, Algeria. The second data collection method is transcription of the selected TikTok videos. The data were examined using descriptive statistical analysis, thematic analysis and discourse analysis. The findings show the EFL learners have positive feedback about the concept of TikTok English language educational videos, but they were skeptical about being future content creators still using GTM and teacher-based approaches with full absence of creative teaching approaches, such as flipped classroom or project based learning. Creators often employ code switching and use engaging hooks at the beginning of their videos to capture attention. While students appreciate TikTok as an innovative learning tool, they continue to consider the classroom as an important and irreplaceable learning space. These findings show the importance of classroom teaching but do not discard the effectiveness of TikTok as a learning tool in supporting EFL education in Algeria.
The difficulties faced by Down syndrome pupils in developing English speaking skill at primary level
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-22) MEKRANTER, Djihane; HADI, Kheira
Inclusive education has become a crucial aspect of modern pedagogy. Among these learners are pupils with Down syndrome, who often face challenges in acquiring foreign language skills, particularly in speaking English. These challenges are rooted in both cognitive and linguistic difficulties. It aims to explore the difficulties faced by primary school pupils with Down syndrome in developing English-speaking skills. Specifically, it investigates the linguistic and educational barriers encountered by these learners throughout their language learning process, such as limited verbal expression, delayed speech development, speech production issues, auditory processing difficulties, and memory retention problems. It also examines how social interactions with peers and teachers influence their speaking abilities, either by facilitating or impeding progress. In addition, the research evaluates the effectiveness of existing teaching methodologies and materials in addressing the specific learning needs of these pupils and seeks to identify practical strategies to enhance their language acquisition. To achieve these objectives, two data collection tools were employed: a questionnaire administered to 58 Primary school’s English teachers working across Ain Témouchent, and an interview with eight of them. The responses were analyzed using both quantitative and qualitative methods. The findings shows that the majority of teachers consider the current curriculum design inadequate for meeting the needs of pupils with Down syndrome, highlighting a lack of specific strategies and appropriate training for educators. They emphasize the importance of teacher training programs. Furthermore, the study recommends evidence-based interventions such as multisensory learning techniques, assistive technology, and individualized instruction to support and enhance language development. By addressing these areas, the research seeks to improve the effectiveness of English language for pupils with Down syndrome.
Emotional Intelligence in The World of Vampires: Damon Salvatore as a Case Study
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-20) BENCHAREF, Abdelhak El Amine; BENSAHLA TANI, Sara
This study analyzes the multifaceted nature of emotional intelligence (EI) within modern vampire fiction, centering on Damon Salvatore, a main character from The Vampire Diaries by Lisa Jane Smith (1991). Traditionally, Gothic fiction has depicted vampires as withdrawn creatures driven by primal instincts. However, The Vampire Diaries disturbs established norms by showing Damon not simply as a monster, but as a Byronic hero and a psychologically layered character, capable of love and deep connections. Drawing on the core components of emotional intelligence including self-awareness, self-regulation, empathy and relationship management, this paper works on employing Emotional Intelligence as both a conceptual and methodological approach to analyze Damon’s nuanced character. Three key aspects are investigated To what extent does Damon illustrate the dichotomy between traditional and contemporary portrayals of vampires in modern literature How Damon’s use of the “humanity switch" serves as a compelling allegory for Emotional suppression within the concept of Emotional Intelligence. Finally, this study explores how Damon’s key relationships, whether romantic, fraternal, or friendly serve as markers of the development of his Emotional Intelligence. These relationships uncover his inner clashes and progressive change. In essence, the conducted research reveals that Damon Salvatore, under his impulsive, manipulative vampiric exterior, still holds a part of his human side deep inside, these traits challenge the established representations of vampires. His emotional journey highlights broader subjects of emotional development, and the conflict between monstrous urges and self-control.
Exploring the Impact of school and Home Environments on Foreign Language Skills of Preschoolers
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-21) Bouchakour, Yousra; Belhamidi, Selma
This study investigates the impact of home and school environments on preschoolers’ language acquisition. It aims to explore the role of the home setting, examine the influence of the school environment, assess whether technology supports preschoolers in acquiring new language skills, and consider how both environments contribute to foreign language development during early childhood. A mixed-methods approach was employed, using a questionnaire—comprising both open-ended and closed questions—and interviews to collect the necessary quantitative and qualitative data. The research sample included kindergarten teachers, parents, and doctors from Sidi Aïed Hospital in Algeria. The findings, based on both descriptive and thematic analysis, indicate that home and school environments significantly affect children's language acquisition. These results highlight the importance of both settings in supporting early language development.
Artificial Intelligence and Surveillance: A Comparative Study of George Orwell’s 1984 and William Gibson’s Neuromancer
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-02) BECHAREF, Mohamed Abdesselem; BOUHASSOUN, Azzeddine
The human need for security has been the backbone of human development and thriving. The need for security has created a number of issues on top of them is surveillance. Surveillance in the modern age of technology gave birth to screen, social media, the internet and lately the data processing entity, artificial intelligence. This research aims at comparing the usage of artificially intelligent apparatus to discipline the masses in the worlds of 1984 and Neuromancer. Furthermore, it extends to examining the aesthetic support of setting, language, and technology to the two variables of AI and Surveillance. The objective of this study is to expose Orwell’s and Gibson’s anxieties as not only exaggerations, but valid concerns that relate to real-life politics and economics. This qualitative research is centered around deduction and induction, and the corpuses used in the dissertation are the novels 1984 and Neuromancer, using Foucault’s panopticon and Zubbof’s persuasive technology theories. Results show that the use of artificially intelligent means of surveillance in 1984 and Neuromancer are mainly due to economic reasons. The difference between the world of Orwell and Gibson is at heart economic, Orwell’s world is socialist, Gibson’s world is capitalist. This body of work will assist in drawing parallels to the modern technological era and in unveiling the true reasons of real-life artificial surveillance.
The Impact of Gamification on Students Motivation and Engagement in Language Classrooms: Case of Second-year Students at El Bachir El Ibrahimi secondary School
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-21) BENHACINE, Nour EL Houda; DJELLOUL, Lilia; FEHAIMA, Amaria
Modern teaching methods are constantly evolving to meet the needs of today's learners. One such approach gaining popularity in education is the integration of interactive and playful techniques to support student success .This study investigates the effects of gamification on student motivation and participation in language courses with an emphasis on second-year foreign language learners at El Bachir El Ibrahimi Secondary School. Examining how game-based tactics might improve students' engagement and enthusiasm in language learning is the primary goal. A mixed-methods strategy was used to do this, which included interviewing three language teachers at the same institution and distributing a questionnaire to forty students. According to the research, gamification can enhance classroom participation and student motivation while creating a more lively and engaging learning environment. The study offers valuable insights into the advantages and difficulties of implementing gamified features in secondary school language instruction by emphasizing the viewpoints of both teachers and students.
Investigating the Efficiency of In-Service Teacher Training Programs: Case of Primary School English Teachers in Ain Temouchent
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-22) Rouane Hacene, Roufaida; Hadi, Kheira
Continuous professional development for English teachers has become important in the recent introduction of English as a school subject at the primary level in Ain Temouchent. However, despite the growing emphasis on in-service training, teachers still face challenges that limit their ability to apply new teaching techniques effectively. This research aims to point out problems preventing educators from deriving optimum benefits from professional growth. Furthermore, the study endeavours to assess teachers' receptiveness towards such courses, identify barriers to participation and execution, and provide recommendations on how enhancement can be achieved to better align training with classroom needs. A mixed-methods approach is used, combining quantitative data from questionnaires answered by teachers with qualitative data from a semi-structured interview with an experienced trainer. The research work finds that in-service training is valued for updating pedagogical methods and facilitating learner-centred approaches. Still, the same barriers remain, including resistance to change, limited time, and subpar materials.In certain cases, hands-on workshops and practical sessions were, however, effective. Theresearch work concludes by emphasizing the need for further in-depth, more pragmatic,competency-based training, improved timetabling, and increased use of technological aids.These concerns need to be addressed to prepare teachers for evolving learning needs and support Algeria's broader education reforms.
The Role of Smartphones in Enhancing English Language Learning: A Case Study of Second-Year EFL Students at the University of Ain- Temouchent
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-21) Ben Douad Ouhcine, Bachir; Ahmed Belbachir, Bahaa Eddine; BENGUERFI, Boubekeur
As mobile technologies continue to permeate every aspect of modern life, smartphones have emerged as powerful educational tools capable of transforming traditional learning environments. In the context of language education, their integration offers new avenues for enhancing learner engagement, autonomy, and performance. The objective of this study is to examine the role of smartphones in enhancing English language learning among second-year students in the Department of Letters and English Language at BelhadjBouchaib University, Ain-Temouchent.This research addresses three main aspects:first, it explores the extent to which smartphones contribute to learners’motivation and improvement in language performance; second, it investigates students’ perceptions and attitudes toward the integration of smartphones into their educational experience. Third, it evaluates how instructors perceive the impact of smartphone use on student engagement and learning outcomes in the EFL classroom. To achieve the aims of this study, a mixed-methods approach was employed, combining a questionnaire administered to second-year students with semi-structured interviews conducted with EFL instructors to gain professional insights into the educational implications of smartphone use. The findings indicate that students generally view the use of smartphones positively in the context of English language learning. Furthermore, the results suggest that smartphones, when used appropriately, can effectively promote motivation, vocabulary development, and learner autonomy. Instructors also acknowledged both the benefits and challenges of incorporating smartphones into language instruction. This study offers practical recommendations for leveraging smartphone technology to enhance EFL learning in Algerian higher education settings.
The Impact of AI Tools along with Conventional Methods on EFL Student’s Academic Writing: Case of Third Year Students at the University of Ain Temouchent
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-22) GHITRI, Noura; ELOUALI, Fatima Zohra
Academic writing is a crucial skill for English Foreign Language learners, yet many students face significant challenges in mastering its various components. The present study aimed to examine the impact of combining artificial intelligence tools with conventional writing methods on the academic writing proficiency of EFL learners. This study was conducted within the context of third-year EFL learners at Belhadj Bouchaib University. The main objectives were to identify learners‟ academic writing difficulties, assess their views on AI tools, and examine if combining technology with traditional methods improves writing. To achieve these aims, a mixed-methods approach was adopted, utilizing a questionnaire administered to students and interviews conducted with experienced EFL teachers. Data were analyzed both quantitatively and qualitatively. The findings revealed that while learners struggled with coherence, vocabulary, and grammar in academic writing, many demonstrated a positive attitude towards the use of AI tools. Furthermore, results suggested that combining AI with traditional strategies offered a more effective approach to developing writing skills. The study contributes to the field of EFL education by offering insights into how integrating AI tools with traditional writing methods can enhance academic writing and inform more effective, technology-supported teaching practices.
The Impact of Cross-Cultural Communication Challenges on Students’ Mental Health: Case of International EFL Learners at the University of Ain Temouchent
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-22) BELEBBED, Lamis Lamia; ELOUALI, Fatima Zohra
The present research explores the effects of cross-cultural communication issues on the psychosocial well-being of international EFL students at the University of Ain Temouchent, Algeria. It tackles the socio-psychological challenges that affect their mental well being as foreign language learners. Accordingly, a mixed-method design was adopted including interviews, a questionnaire, and a classroom observation. Data analysis demonstrate that disparities in languages, especially in French and Arabic, were the most daunting issues. Besides, cultural barriers led to tension, anxiety, and mild depression that were injurious to both social relations and academic achievements. Students also experienced challenges in unfamiliar classroom interactions due to cultural differences. The study also examined coping behaviours, such as a trend towards seeking help from teachers and peers rather than utilizing personal coping mechanisms. Findings indicated that emotional distress was most severe during the culture shock phase of the U-Curve Theory of Cultural Adjustment. Even with some recovery indicators, most students’ self-regulation systems failed. Acoordingly, the study insists on the importance of addressing the link between cross-cultural challenges and mental well-being as there is a need for using an adapted emotional and educational support systems in our teaching environments.
The Influence of Norse Mythology on Contemporary Fantasy Literature
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-03) EL HABIB DAHO, Hichem; LAOUFI, Samira
This research examines how Norse mythology influences modern fantasy works, demonstrating how old myths, beliefs and cosmologies are adapted, reinterpreted, and woven into modern stories. Norse mythology remains a source of inspiration for writers across different eras and medias due to its epic tales of gods, giants, and apocalyptic prophecies. By analyzing key works by authors such as J.R.R Tolkien and Neil Gaiman, this study investigates how the Norse mythological structures inform world-building, characters, and narrative motifs. It also considers how these reinterpretations reflect modern societal concerns, cultural identity and the human fascination with the myth as a narrative tool. This work aims to trace the transmission of mythic elements from their original cultural context to their reinterpretation in modern literature; while also considering the cultural, psychological, and literary functions these myths serve in contemporary settings. This research uses mythological criticism, intertextuality, and reception theory in the process of analyzing how Norse mythology is adapted to voice modern issues, values and narrative styles. This study focuses on the dynamic relation between myth and fantasy, highlighting Norse mythology as a constantly evolving framework for storytelling, rather than a linear historical asset.
The Impact of Gamified Learning on the Motivation and The Engagement of Primary School Learners: A Quasi-Experimental Study of 4th-Level Pupils at Zaoui Younes Primary School, Ain Temouchent
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-21) MOSTEFA RAHIEL, Souhila; koriche, Hassiba
Gamified learning has emerged as a powerful pedagogical remains largely unexplored especially in parimary education. Recognizing the transformative potential of game-based learning , this study investigates the impact of gamified activities on the motivation and engagement of 4th-level primary school pupils in learning English. The research was conducted as a quasi-experimental study involving 39 pupils from Zaoui Younes Primary school in Siddi Ben Adda, Ain Temouchent.the intervention used a custom-designed educational website, LEARNING LAND, which incorporates a variety of interactive games and songs aligned with curricular goals. The quasi-experimental sessions spanned eight sessions with pupils working in groups using pcs under guided instruction. A mixed-methods approach was adopted ,combining quantitative analysis of performance scores and engagement metrics with qualitative observation . the findings revealed asignificant improvement in both motivation and active participation , as well as a notable enhancement in english language acquisition skills among the participants. Despite limitations such as a relatively short intervention period and the novelty of digital tools for the pupils. the results strongly support the efficacy of gamified learning environment in boosting learner engagement and performance . this research contributes valuable insight into the implementation of gamified strategies in Algerian primary education andunderscores the importanceof integrating digital tools to enrich language learning .
The Effects of Written Corrective Feedback on Students’ Academic Writing Performance and Motivation: A Longitudinal Study of Master One Literature and Civilization Students
(UNIVERSITY OF AIN TEMOUCHENT, 2025-06-21) GHOMARI, Malak Nour; ZERROUKI, Asmaa; KORICHE, Hassiba
Written corrective feedback (WCF) has essential contributions in a language learning context, particularly in improving students' writing skills. Written performance and motivation are key aspects influenced by pedagogical techniques over an extended period of time. Comprehending the WCF consequences will guide the efficient language teaching and learning process. The present longitudinal study examines the impact of written corrective feedback (WCF) on students’ written academic performance and motivation over a one-semester period. This study focuses on Master 1 students in the field of literature and civilization at Belhadj Bouchaib University in Ain Temouchent, Algeria. In settings where English is taught as a foreign language. Despite the frequent use of written feedback in university writing instruction, a large number of learners still struggle with academic writing. This research aims to examine how written corrective feedback (WCF) contributes to improving writing quality and motivation, investigate learners’ responses to this type of feedback, and identify the types of errors students tend to correct or repeat over time. The present work employs a longitudinal mixed-methods approach, incorporating corpus analysis of student writing, as well as interviews and questionnaires. It seeks to answer three main questions : how WCF influences changes in student writing and motivation, how students engage with feedback throughout the semester, and which errors persist or improve the most. The outcomes of this examination suggested that direct, clear, and consistent feedback results in remarkable developments in students’ performance and motivation levels, particularly if students actively revise their work and apply the provided feedback. Thus, specific errors, such as punctuation, remain more resistant to correction. This research shed light on the significance of feedback, ensuring that feedback is not just a mere correction but also a means to facilitate lasting learning outcomes and student engagement.

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