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الدوريات والمجلات الأكاديمية

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    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, Ouafa
    This 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.
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    الإدمان على مواقع التواصل الاجتماعي وعلاقته ببعض الاضطرابات النفسية (القلق والاكتئاب) لدى الشباب الجامعي ــ دراسة ميدانيةــ
    (مجلة آفاق وأفكار -جامعة الجزائر2 أبو القاسم سعد الله-, 2023-02-27) غيلاسي, نادية; طعبلي, محمد الطاهر
    يؤدي الافراط في استخدام مواقع التواصل الاجتماعي الى نوع من أنواع الإدمان الذي قد يؤثر على الصحة النفسية للفرد، وهدفت هذه الدراسة الى التعرف على علاقة الإدمان على مواقع التواصل الاجتماعي باضطراب الصحة النفسية (القلق، الاكتئاب) لدى الشباب الجامعي والتعرف على الفروق في درجة الإدمان على هذه المواقع التواصلية تبعا لمتغير الجنس والتخصص، وكذا التعرف على الفروق في الاضطرابات النفسية لدى المدمنين تبعا لمتغير الجنس والتخصص، وقد اعتمدت الدراسة على المنهج الوصفي التحليلي، باستخدام مقياسين تم تطبيقهما على عينة من الطلبة الجامعيين المدمنين على مواقع التواصل الاجتماعي قوامها 200 طالب وطالبة، من مختلف جامعات الجزائر تم اختيارهم بطريقة قصدية (المدمنين على المواقع التواصلية) وتوصلت الدراسة الى جملة من النتائج أهمها أنه لا توجد علاقة بين الطلبة الجزائريين المدمنين على مواقع التواصل الاجتماعي واضطراب الصحة النفسية. Excessive use of social networking sites leads to a type of addiction that may affect the mental health of the individual. This study aimed to identify the relationship of addiction to social media to mental health disorder (anxiety, depression) among university youth, and to identify the differences in the degree of addiction to these networking sites according to the gender and specialization variable, as well as identifying the differences in psychological disorders among addicts according to the gender and specialization variable. The study relied on the descriptive analytical approach, using two scales that were applied to a sample of university students addicted to sites. A sample of 200 students from various universities in Algeria were chosen purposefully (as addicted to Communicative sites). The study reached a number of results, the most important of which is that there is no relationship between Algerian students’ addiction to social media and mental health disorder.