KARIMA Ladjel

Mostefaoui Hafida

The role of learning strategies in implementing content and language integrated learning approach CLIL: Teachers and students attitudes and perceptions

Ikram SEGHIOUR , Sara FATHI

the Impact of Target Language Culture on ESP Students Reading Comprehension: A Descriptive Study of Students and Teachers Attitudes, Case Study: Third Year Students at Social Sciences Department.

Manal DJAIDJA , Khadidja Meryem OUALI

Exploring the Effects of Strategic Competence on ESP Students’ Academic Writing Process: Case of Third Year Students of Economics Department, M’sila University

Oumaima Souici

Exploring the Effects of Project-based Approach on EFL Students’ 21st Century Skills: The case Third- year students at English department M’sila University

Seghiour shams , Tebani dounia

EXPLORING THE ROLE OF CODE-SWITCHING IN MULTILINGUAL LEARNING CONTEXT: THE CASE OF TECHNOLOGY STUDENTS AT MSILA UNIVERSITY

Mekki Sara

The Impact of Educational Psychology Methods on Learners’ Academic Performance: The Case of Primary School Students.

Chabira Yousef

Language Acquisition Through Video Games Case study: the students of Ziane Achour University

NABILA ABED

The Impact of Irritable Bowel Syndrome on Students’ Academic Achievements: The Case of Students of the English Department at Djelfa University

Bekai Oussama

An Investigation of the Relationship between Physical Fitness and Learners’ Academic Performance: The Case Study of First Year Students at Chaounan Mohamed High school

Bey Fadhila

The Effectiveness of Using Audio-Visual Aids in Teaching Grammar to Middle School Learners. Case Study , Second Year Pupils at Salmi Abd Elhay Middle School in Benhar : Djelfa

Salmi Tayeb abderahmane

Evaluating the Blended Learning Programme Used in the English Department at Djelfa University: a Case Study of Third Year EFL Students of the Academic Year 2020/2021

Integrating cultural heritage and language awareness into education has become an essential dimension of contemporary pedagogy in multilingual and multicultural contexts. This approach aims to strengthen learners’ linguistic competence while fostering a deeper understanding of their cultural identities and those of others. By embedding cultural heritage content into language instruction, educators can promote meaningful learning, intercultural communicative competence, and critical language awareness. The present study explores theoretical foundations and pedagogical practices that link heritage education with language awareness, highlighting their role in enhancing learners’ motivation, identity construction, and cognitive engagement. Drawing on examples from classroom-based activities and curriculum design, the paper illustrates how cultural narratives, traditions, and local knowledge can serve as rich resources for language development. The findings suggest that an integrated model not only supports language proficiency but also contributes to the preservation of cultural heritage and the development of socially responsible citizens. This study advocates for a holistic educational framework in which language learning and cultural heritage are mutually reinforcing components of inclusive and sustainable education

Citation

Karima LADJEL , ,(2025-12-14), integrating cultural heritage and language awareness into Education,languages, cultures and patrimony: critical intersection of preservation and transmission,Tlemcen university

Bridging the gap between language learning and workforce demands in Algerian higher education has become an urgent priority in response to globalization and the evolving requirements of the labor market. Despite the growing emphasis on English and other foreign languages in university curricula, a mismatch persists between graduates’ linguistic competences and the communicative skills expected by employers. This paper examines the challenges and opportunities associated with aligning language education with professional needs in the Algerian context. It explores the role of English for Specific Purposes (ESP), curriculum reform, and experiential learning in fostering workplace-relevant language skills, such as professional communication, teamwork, and problem-solving. Drawing on policy analysis and pedagogical practices, the study highlights the importance of collaboration between universities and industry, needs-based course design, and the integration of authentic tasks and assessment. The findings suggest that a closer alignment between language instruction and labor market expectations can enhance graduates’ employability and contribute to national economic development. The paper concludes by advocating for a competency-based and context-sensitive approach to language education in Algerian higher education.

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Karima LADJEL , ,(2025-11-11), Bridging the gap between Language Learning and Workforce Demands in Algerian Higher Education,Pratiques didactiques, Enseignement des langues et Marché du travail en Algérie,ENS Bousaada University

This study addresses the challenge of achieving conversational success in English as a Foreign Language (EFL) classrooms by integrating authentic conversations. It employs a contextual analysis of real-life conversational cases and a focused group interview with EFL teachers to explore how exposure to authentic conversations enhances students' communicative skills. The research investigates common errors and teaching strategies that can bridge the gap between classroom language use and real-world communication. Findings reveal that teachers recognize the value of authentic conversations in improving students' confidence and ability to handle real-world interactions. The study recommends incorporating more real-life conversation examples into lessons and providing explicit instruction on cultural and contextual situations to improve conversational success in EFL learners

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Karima LADJEL , , (2025-05-25), Contextualizing Conversational Success: The Role Of Authentic Conversations In Enhancing Efl Learners’ Communication Skills تحديد سياق نجاح المحادثة: دور المحادثات الأصيلة في تعزيز مهارات التواصل لدى متعلمي الإنجليزية كلغة أجنبية, مجلة الجامع في الدراسات النفسية والعلوم التربوية, Vol:10, Issue:1, pages:698-718, مجلة الجامع في الدراسات النفسية والعلوم التربوية

The development of productive skills within the context of synchronous and asynchronous language learning environments has gained increasing attention in contemporary language education. With the expansion of digital platforms and blended learning models, learners are now exposed to diverse modes of interaction that shape the acquisition of speaking and writing skills. This paper explores how synchronous tools, such as video conferencing and live chats, and asynchronous tools, including discussion forums, recorded tasks, and learning management systems, contribute to the development of productive language skills. It examines the pedagogical affordances of each mode in promoting fluency, accuracy, interaction, and learner autonomy. The study also discusses the role of task design, feedback mechanisms, and learner engagement in optimizing productive skills development across both modalities. The findings suggest that a balanced integration of synchronous and asynchronous practices can enhance learners’ opportunities for meaningful language production and support differentiated learning pathways. The paper concludes by emphasizing the need for strategic instructional design to maximize the complementary benefits of real-time and delayed interaction in language learning contexts.

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Karima LADJEL , ,(2025-04-22), productive skills development within the context of synchronous and asynchronous use,synergizing classroom and digital pedagogies: Blended learning for productive skills,Djelfa university

Adapting assessment methods in English as a Medium of Instruction (EMI) is a crucial challenge in higher education, as it requires balancing the evaluation of content mastery with the assessment of language proficiency. In EMI contexts, students are expected to demonstrate disciplinary knowledge through a second or foreign language, which may influence their academic performance and the validity of assessment outcomes. This paper examines key principles and practices for designing fair and effective assessment methods that account for both content understanding and language competence. It explores alternative and formative assessment strategies, such as project-based tasks, oral presentations, portfolios, and rubrics with integrated language criteria, to support transparent and inclusive evaluation. The study also discusses the roles of scaffolding, feedback, and teacher collaboration in minimizing linguistic bias while maintaining academic standards. The findings suggest that a balanced assessment framework can enhance learning, promote equity, and ensure reliable measurement of students’ disciplinary achievement in EMI settings. The paper concludes by emphasizing the need for institutional guidelines and professional development to support assessment practices that align language development with content learning

Citation

Karima LADJEL , ,(2025-04-21), adapting assessment methods in English as medium of instruction balancing language and Content Mastery,empowering ESP practitioners for enhanced Emi in higher education addressing challenges seizing opportunities and strategizing for academic excellence,ENS: Assia Djebar Constantine University

Leveraging technology to develop speaking skills represents a promising pathway toward effective language production in contemporary language education. With the rapid growth of digital tools and online platforms, learners are provided with increased opportunities for authentic interaction, individualized practice, and immediate feedback. This paper examines how technology-enhanced environments, including mobile applications, virtual classrooms, speech recognition software, and multimedia resources, can facilitate the development of oral proficiency and communicative competence. It explores pedagogical strategies that integrate technology with communicative and task-based approaches in order to promote fluency, accuracy, and confidence in spoken language. The study also discusses the role of learner autonomy and motivation in technology-mediated speaking practice, as well as the challenges related to access, teacher training, and assessment. The findings suggest that when effectively implemented, technology serves as a powerful catalyst for improving speaking skills and fostering meaningful language production. The paper concludes by advocating for a balanced and pedagogically informed integration of digital tools in speaking instruction

Citation

Karima LADJEL , ,(2025-02-13), leveraging technology to develop speaking skills a pathway to effective language production,productive skills development: approaches and trends,Tlemcen university

This research aims to investigate the effects of multilingualism in primary schools and its implications for pupils' language proficiency and cognitive development. It seeks to provide insights into effective educational strategies that harness the benefits of multilingualism in the Algerian primary school settings. This study has a mixed method research design. The research instruments were implemented include questionnaire, classroom observation, and test. The results were analyzed with the regard to the statistical elements (means, standard deviations) and the percentages presented. The findings highlight the positive effects of multilingualism on the linguistic and cognitive development, emphasizing the potential advantages it offers. Multilingual individuals demonstrate enhanced language skills, such as improved vocabulary acquisition, greater metalinguistic awareness, and heightened language-processing abilities. Moreover, the study explores the potential cognitive advantages associated with multilingualism, including enhanced executive functions, improved attention control, and cognitive flexibility.

Citation

Karima LADJEL , , (2023-10-14), Multilingualism In Algerian Primary Schools: Unveiling Its Role As A Barrier Or An Advantage, افاق للعلوم, Vol:8, Issue:4, pages:341-355, افاق للعلوم

. The educational system in Algeria has recently implemented teaching English at primary schools. Its main objective is to modernize and promote education to meet the standards of globalization since English is regarded as an international language used in science and technology. The emphasis on teaching English indicates the efforts of the Algerian educational practitioners to address the English linguistic failure of Algerian learners and develop their communication skills when using this international language. Along this line of thought, the present investigation aims at applying the competency based approach at the secondary school to teach learners the skills and strategies of producing well-structured statements and utterances. It tends also to explore the different reasons behind Algerian learners’ failure to provide correct linguistic structures. To glean adequate data for this research, an experimental study was undertaken in the secondary school of Makari, M’sila. This experimental study was conducted with a control and an experimental group of learners. The learners in the experimental group were taught English with the focus on the linguistic competence and with the use of the CBA. On the other hand, learners in the control group were taught English without the implementation of the CBA in their curriculum. After the teaching sessions, both groups were provided with a test which examines their ability of processing the linguistic structures. This study used also a focused group interview to triangulate the data gathered and to understand both teachers’ and students’ perceptions towards the implementation of the CBA to address learners’ linguistic failure. This investigation confirmed that the CBA promotes secondary school learners’ linguistic ability to produce well-structures sentences. It also demonstrated also a welcoming sign of interest among the students and teachers towards the use of this teaching approach at the secondary level.

Citation

Karima LADJEL , ,(2023-05-17), A Competency Based Instructional Framework to Remediate the Liguistic Failure of English as Foreign Language Learners,Les difficultés d'apprentissage des langues dans les sociétés multiculturelles Les approches interprétatives et les parcours thérapeutiques,المعهد الوطني للبحث في التربية جامعة الجزائر

The globalization of education and the demand for multilingual and multicultural competencies have propelled the adoption of Content and Language Integrated Learning (CLIL) as a pivotal pedagogical approach in higher education. This study investigates the prospects and challenges of implementing CLIL within the Algerian higher education system. The primary objectives are to assess the feasibility of integrating CLIL in Algerian universities, identify the perceived challenges, and evaluate the impact on students' language proficiency and subject knowledge. Employing an experimental research approach, data collection encompasses the utilization of a questionnaire to gauge stakeholder perspectives, language proficiency tests, and classroom observations to assess the effectiveness of the CLIL approach. The research findings offer valuable insights. Firstly, stakeholders expressed a favorable disposition towards the introduction of CLIL in Algerian higher education, citing its potential to enhance language proficiency, subject knowledge, and international competitiveness. Students, in particular, perceived CLIL as a valuable opportunity to acquire specialized language skills while engaging with academic content. Secondly, while the implementation of CLIL demonstrated an improvement in students' language proficiency, it also revealed inherent challenges. In particular, instructors faced difficulties in adapting to the CLIL approach, requiring additional training and support to effectively deliver subject content in a second language. Additionally, students encountered challenges related to the increased cognitive load of learning both language and subject simultaneously. Lastly, the study found that the successful implementation of CLIL in Algerian higher education necessitates strategic planning, including faculty development and curriculum design. Furthermore, the study recommends that institutions provide ongoing support for both instructors and students to navigate the complexities of CLIL, fostering a more favorable environment for its sustainable integration. Ultimately, the research underscores the potential benefits of CLIL for Algerian higher education and emphasizes the need for comprehensive measures to address the challenges of implementation.

Citation

Karima LADJEL , ,(2023-05-09), Implementing a Content and Language Integrated Learning in the Algerian Higher Education: Perspectives and Challenges,The Future of Education and English Language Policies in Algeria: Applicability of the generalization Process of English Language Use in Higher Education Institutions,جامعة عباس الغرور خنشلة

This study explores the potential of French-language literature from the Maghreb region as a didactic support during the interwar period. It analyzes a range of literary works, including novels, poetry, and essays, written by Maghrebi authors during this period. The study finds that French-language literature from the Maghreb region during the interwar period offers rich and diverse material that can be used as a didactic support. The literature reflects the complex sociopolitical and cultural realities of the Maghreb region during this period, including issues of identity, colonialism, nationalism, and modernity. The literature also showcases a variety of literary styles and genres, ranging from realism and naturalism to modernism and surrealism, providing learners with a rich linguistic and cultural experience. The study concludes that French-language literature from the Maghreb region during the interwar period can be a valuable didactic support in French-language classes, particularly in terms of enhancing learners' linguistic and cultural competence. This study contributes to a growing body of literature on the use of literature as a didactic support and highlights the importance of incorporating diverse cultural perspectives into language education.

Citation

Karima LADJEL , ,(2023-05-03), Exploring the Potential of French-Language Literature from the Maghreb Region as Didactic Support: A study of the Interwar Period.,La littérature Maghrébine Francophone de I'entre-deux gueres: une forme de litérature subalterne,جامعة زيان عاشور الجلفة

The Algerian higher educational system has recently shifted attention away from contentfocused teaching approach to content and language integrated instruction. This shift aims to produce new mass of generations that meet the standards of globalization era. In a response to this need, the Algerian higher educational staff has accordingly encouraged the integration of content and language integrated instruction (CLIL) which is a dual-focused teaching approach aiming to teach content through an additional language (English) and teaching this additional language (English) through learning the content. In the light of this thought, the aim of this study is to implement a needs analysis framework to Algerian content teachers who will be prepared for CLIL instruction. In other words, it tends to explore the necessities, lacks, and wants that should be included in the training programs of content teachers. To collect data, a structured questionnaire is distributed to forty content teachers to find out their necessities, lacks, wants, and perspectives, and a structured interview is also carried out with forty language teachers to design a framework of the training program. The results are analyzed with the regard to the statistical elements (means, standard deviations) and the percentages presented. The findings revealed that the framework of the training program of content teachers to be content and language teachers should include features related to the structural, lexical, and discoursal levels of language (i.e., linguistic and rhetorical). As a result, a set of recommendations are provided to address the situation.

Citation

Karima LADJEL , ,(2023-05-03), A Needs Analysis Framework to Implement Language and Content Integrated Instruction in the Algerian Higher Education,English For Specific Purposes or English as Medium of Instruction?The Algerian Tertiary Dilemma,جامعة يحيا فارس المدية

Publishing research articles in international journals has become a precondition to PhD graduation in higher education. In the era of globalization, non-native English PhD students devote much scholarly attention to English writing for publication purposes to share and author their own academic researches for international journals. Thus, this paper aims to demystify the most important requirements of English writing for publication and draw some strategies to successfully publish written English manuscripts in international journals. Along this line of thought, a documentary analysis of 12 different research manuscripts of non-native English academics was undertaken. To cross-check the data, a questionnaire was directed to the manuscripts’ owners and the peer reviewers of journals. The findings reveal that manuscripts which are successfully accepted for publication have features related to both macro and micro criteria. The former includes the procedural strategies that allow manuscripts to be highly and immediately accepted from the first sight such as the originality or timeliness of the work, its direct relevance, appropriateness and interest to the journal targeted, and itseffective contributions and solutions to the new emerging era problems. The latter incorporates the specific details and segments that reviewers spot at the second sight such as maintaining coherent and cohesive texts, using authentic and well-cited references, providing relevant arguments, framing data to appeal to different audiences, discussing and synthesizing the results. Depending on these findings, a number of recommendations are provided to remediate the situation.

Citation

Karima LADJEL , souhila KHARKHACHE , djelloul ladjel , , (2023-01-08), English Writing For Publication In International Journals: Basic Criteria In Globalization Era, العمدة في اللسانيات وتحليل الخطاب, Vol:7, Issue:1, pages:667-682, جامعة محمد بوضياف المسيلة

Following the approach of content and language integrated instruction in higher education, content teachers consider writing for publication as a primary target which they aim to reach. In a response to this need, they are now turning to learning the necessary skills which lead them to obtain the proficiency of English writing for publication. Accordingly, the aim of the current study is to implement a deficiency analysis to explore the lacks of content teachers in English writing for publication. Therefore, a case study includes forty content teachers to be investigated. To collect data, three research instruments are used; a questionnaire is distributed to the content teachers to find out their deficiencies, a documentary analysis of the content teachers’ manuscripts is applied, and an interview is carried out with ten reviewers of different journals to guarantee cross-checking the data collected. The results are analyzed with the regard to the statistical elements (means, standard deviations) and the percentages presented. The findings revealed that content teachers’ rejection of their manuscripts are attributed to their limited level of linguistic and discourse competences. Regarding the linguistic features, reasons which make content teachers’ manuscripts rejected for publication include their inability to produce well-structured sentences with the use of appropriate parts of speech and tenses (linguistic features). For discourse competence, content teachers are unable to build coherent and cohesive paragraphs (i.e., teachers are not aware of the components which constitute a paragraph such as a thesis statement, main ideas, supporting details). As a result, a set of recommendations are provided to address the situation.

Citation

Karima LADJEL , ,(2022-03-01), New Perspectives of Language Teaching Approaches in ESP Contexts: Writing Scientific Papers in ESP,New Perspectives and Challenges in English Studies in Algeria: TEFL, ESP, Translation, Civilization and Literature مصطفى سطمبولي معسكر 1 مارس 2022,مصطفى سطمبولي معسكر

The educational system in Algeria has recently witnessed a great shift called a reform which is characterized by the use of the Competency Based Approach (CBA). Its main objective is to modernize and promote teaching English to meet the standards of employability requirements, i.e., a shift from understanding the theoretical concepts (a content based approach) to developing the ability to process these concepts particularly in the ESP labor situations. Along this line of thought, the present investigation aims at applying this approach to the contexts of teaching English for specific purposes in order to meet the standards of employability requirements. Therefore, this study examines the effect of implementing the CBA in the context of ESP to help students acquire professional and academic competencies which meet the standards of the globalization requirements. To glean adequate data for this study, an action research was undertaken at the department of Political Sciences; M’sila university. The students were taught English for specific purposes using the CBA during the intervention phase, After the teaching sessions, students were provided with a post-test which examines their ability to process information in professional situations. The results collected from both pre – intervention, post-intervention phases, and questionnaires were analyzed and compared to each other. The overwhelming bulk of the amassed data from the research instruments have yielded a wide range of insightful findings. This investigation confirmed that the CBA shares the same objective of the higher education which is grooming up students from becoming effective leaders in their chosen field and gaining labor skills.

Citation

Karima LADJEL , ,(2021-09-29), The implementation of competency. based approach in LMD system: New prospects towards teaching English for professional requirements,Langue(s) et emploi : de la formation universitaire à f insertion orofessionnelle,جامعة زيان عاشور الجلفة

Most institutions and educational systems have witnessed a great shift towards the use of ICTs during the Covid-19 pandemic. Due to the restrictions that governments around the world have imposed in order to maintain social distancing and decrease the spread of this virus, schools, universities and colleges are now being closed. In the context of teaching English as a foreign language, educational practitioners are turning now to the use of E-learning platforms including Mooc, Moodle, and video conference applications such as Google Meet, Zoom, and Webinar to hold the teaching-learning process. Within these online video conference applications, new technology tools are particularly designed in order to insure a high level of students’ autonomy and E-learning engagement. Along this line of thought, the main focus of this investigation is to explore the effect of implementing new technology tools available in video conference applications such as Zoom, Google Meet, and Webinar on EFL students’ autonomy and E-learning engagement. For this purpose, a case study including 30 second year students from the English department of M’sila University (Algeria) was undertaken. To collect and cross-check the data, a triangulation method was used, including a questionnaire, an interview and an observation. The data analyses of the research findings revealed that the use of different technology tools which are provided in the video conference applications help the participants to process information in meaningful ways, make them more independent by developing effective learning strategies, transfer skills, and provide them with a great sense of responsibility. The research demonstrated also a welcoming sign of interest among the students when using these different video conference application tools

Citation

Karima LADJEL , ,(2021-03-30), Fostering students' autonomy using video. conference applications in' an e-leaming 'environment.,ooE- Learning et autonomie de I'apprentissage à l'ère de la COVID : Qu'en est-il des langues étrangères à I'université ?,جامعة زيان عاشور الجلفة

The main focus of this investigation is to explore the effect of integrating different information and communication technologies on ESP students’ academic writing. This experimental study was conducted with a control and an experimental group of students from the Department of Biology, M’sila University. The students in the experimental group were asked to use only ICTs (CALL and CMC) during their academic writing course. On the other hand, students in the control group were asked to accomplish all the writing stages on paper only, i.e., as conventionally done. This study used also a focused group interview to triangulate the data gathered and to understand students’ percep8tions towards the use of ICTs. The analysis of data showed that the experimental group using ICTs significantly outperformed the control group. The research demonstrated also a welcoming sign of interest among the students and, the students were quite motivated to using ICTs which helped them to improve their academic writing skills.

Citation

Karima LADJEL , , (2020-12-25), Integrating Ict Tools To Improve Esp Students’ Academic Writing Proficiency دمج تكنولوجيا المعلومات و الاتصال لتحسين مهارة الكتابة الأكاديمية لطلبة الانجليزية لأغراض خاصة, مجلة إشكالات في اللغة و الأدب, Vol:9, Issue:5, pages:646-661, جامعة تامنغست