الدوريات والمجلات الأكاديمية
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Item From Page To Screen: Digital Strategies For Teaching Literature In The 21st Century(مجلة اللسانيات التطبيقية- كلية اللغة العربية وأدابها- جامعة الجزائر 02- أبو القاسم سعد الله, 2025-06-06) Boumediene, Houda; Ouarniki, OuafaThis study discusses recent developments in foreign language teaching and English literature teaching among the so-called "digital non-natives" of the present time. Students who grow up in today's media-saturated environment require a new teacher with innovation and flexibility meeting ever-demanding academia. This research gives insight into how digital tools, social media, and online platforms can be used toward innovative analyses of contemporary and classical works of literature across diverse university environments. As digital technologies integrate rapidly into education, important questions about effectiveness and challenges arise, especially regarding literature instruction. Educators are eager to progress in both literary analysis and appreciation in a digital world, but it will be critical that competence in the pedagogical use of these technologies be acquired. To meet this need, the study aims to explore how the digital technologies in question have been put into actual practice in teaching literature and the broader pedagogical implications this has. Based on a qualitative approach adopted a number of important findings reveal that: First, student involvement is greatly enhanced through the use of such digital media as video games, graphic novels, and interactive hypertexts, making studies of literature more interactive. Also, critical skills developed by students in the course of analysis of digital media are quickly transferred to traditional literary analysis. Moreover, in teaching literature, using and creating texts with the help of social media allows students to develop media literacy and reflective thinking. Finally, the pedagogical effect of using digital means brings development in cognition, emotion, and ethos. In sum, most importantly, with digital technologies, renewal of practices within literature education could be made more attractive and up to date for students native to the digital culture.Item Exploring The Effectiveness Of Problem-based Learning In Improving English For Specific Purposes (esp) Proficiency: The Case Of Eap Students(المجلة الجزائرية لعلوم اللسان - كلية اللغة العربية وأدابها - جامعة الجزائر 02 أبو القاسم سعد الله, 2025-06-12) Boumediene, Houda; Ouarniki, Ouafa; Supran, AnnamariaThis study investigates the application, relevance, and impact of Problem-Based Learning in the context of English Language Teaching. By adopting a mixed-methods approach, this study synthesizes the insights obtained from the classroom experiences of the teacher-researcher with a comprehensive review of the relevant literature. Conducted over two semesters with a total of approximately 200 students (about 100 students per semester), the study investigates how PBL engages English for Academic Purposes (EAP) learners by immersing them in authentic, real-world problems. A key issue addressed in this study is how to effectively integrate PBL into ELT to maximize learner engagement, autonomy, and critical thinking, particularly in interdisciplinary contexts like English for physics students. This is a central challenge for the educator seeking to promote deeper learning and transferable skills among EAP students. The findings indicate that the PBL approach is effective in fostering learner autonomy and responsibility, where learners take an active part in directing their learning. This approach will encourage learners to reflect and think in a critical way, which will foster lifelong learning skills. This research outlines the transformative effect of PBL on the cognitive and metacognitive abilities of learners, especially in interdisciplinary contexts such as an English course for physics students. Moreover, this study will also demonstrate some practical strategies for effective PBL in ELT classrooms. The major recommendations are that students should be allowed to choose their own groups, students should be given timely and constructive feedback, and students should be encouraged to use reflective journals for deeper learning and self-evaluation.