IMANE Cheriet

Laarbaoui Lakhdar , Baali Mohamed

إعادة تدوير بقايا الطعام لإنتاج الأعلاف السمكية Recycling Waste Food to Product Fish Feed

Gassmi Alaa Eddine , Benaissa Malek

Exploring the Levels of Affective Linguistic Interaction in Human Chatbot Communication: the case of EFL Students'at M'sila University

Nia Manel , Koudri Younes

The Impact of Sequential Multingualism on Personality Shift: The Case of EFL Master I Students at M’sila University

Salamani Bouchra , Ouali Nour EL Houda

Exploring the Impact of Aptitudes Testing on Students Academic Achievement: The Case of Third Year students at M'sila University

Ben Khaled Layla

An investigation into the Challenges and Practices of Teaching EFL Pronunciation in the Primary School Level: the case of third year primary school level in M'sila

Belaameri Sabrina , Bouchelalegue Ourda

Exploring the role of Online teachers Communities in Enhencing Assessment Literacy on Middle school teachers: the case of middle schools teacjers in M'sila, Algeria

Zoubiri Soumia , Helali Lamia

Investigating the washback effect of BEM Examination on Middle school EFL Pupils Learning strategies use : the case of EFl pupils at M'sila Algeria

Hayat Elwalid

المنصة التدريبية الشاملة في التكنولوجيا والبرمجيات والتسويق وتطوير اللغة الانجليزية

Hayat Elwalid

المنصة التدريبية الشاملة في التكنولوجيا والبرمجيات والتسويق وتطوير اللغة الانجليزية

Hayat Elwalid

المنصة التدريبية الشاملة في التكنولوجيا والبرمجيات والتسويق وتطوير اللغة الانجليزية

Laarbaoui Lakhdar , Baali Mohamed

إعادة تدوير بقايا الطعام لإنتاج الأعلاف السمكية Recycling Waste Food to Product Fish Feed

Laarbaoui Lakhdar , Baali Mohamed

إعادة تدوير بقايا الطعام لإنتاج الأعلاف السمكية Recycling Waste Food to Product Fish Feed

Djedi Samir

An Investigation into English Meduim Instruction (EMI) Training Methods of Algerian University Teachers: The Case of CEIL Center At M’sila University

Ali Hassen Said

Exploring Career Challenges of English Language Teachers in Sudan

Zemmit Chaima

An investigation into the Use of Language Assessment Methods in the Primary School Level: The case of Primary School Teachers in M’sila

Mechta Ahmed , Ben Saoucha Hakim

Investigating language practices and Classroom Interaction Challenges in Higher Education EMI Classrooms

Brahmi Amel , Hassani Cherif Nabila

An Investigation into English as a Medium of Instruction (EMI) teaching Methods in the Algerian Higher Education

Djrida Mohamed , Allaoua Nechoua

A Study of the Reliability and Validity of the Use of open AI Chatbots To Assess EFL learners’ Speech Acts Performance : A focus on Aplogy Speech Act

Yalloui Rima , Khatout Hibba

Investigating the Correlation between EFL Learners’ Levels of Linguistic Intelligence and their Emotive Language Comprehension

Mokrane Khaoula , Mahdi Raounek

An Exploratory Study of EFL Algerian Students’ use of AI Chatbots in Bolstering their Academic writing

Amina BENABDELOUAHAB , Dhiya Eddine CHIKHAOUI, ///

Exploring EFL Learners’ Levels of Complaint Speech Act Realization The Case of EFL Students at Mohamed Boudiaf University, M’sila

Ramdhane Khatout

Assessing the Use of Statistical Techniques and Tools in Master Dissertations: The case of Linguistics Master Dissertations at M’sila University.

Nacire Saidi , Hiba Hassani

Exploring Primary School EFL Pupils’ English Language Entrance Profile. The Case of Third Year Primary School Pupils in M’sila

Haizia Ammari , Zeyneb Marrouche

Investigating The Correlation between EFL Learners’ Level of Critical Thinking and Irony comprehension Case of 3rd year EFL students at M’sila University

Aicha Robie

Exploring the Impact of Phonics Teaching Strategies on Improving EFL Primary School Reading Skills. The Case of Third year Pupils at 1st of November primary School in Bousaada, M’sila.

Ilyes BEGHDADI , Wafa AILANE

Investigating the Correlation between EFL Learners Levels of Emotional Intelligence and their Speaking Performance: The Case of Secondary School Pupils in Ouled Dahmane

Djawhara Djouadi , Smahan OUBAH

The Use of Error Analysis to Assess EFL Learners' Writing Performance The Case of Third Year Pupils at Abdaoui Middle School ( Ain el Hadjel / M'sila)

Nada SIAIDI , Nassima Seddouk

EFL TEACHERS’ PERCEPTIONS REGARDING THE USE OF PORTFOLIO ASSESSMENT IN MIDDLE SCHOOL EFL CONTEXT: The Case of EFL Middle School Teachers at M'sila

Mohamed BAALI , Badis AROUNE

Investigating Levels of Citizenship Values among EFL Students: The Case of Third Year Students at M’sila University

Djamila CHAKER , Ibtihal SELLAMI

Teachers and Students Perceptions on the role of Pragmatics in improving EFL writing performance Case Study Mohamed Boudiaf University

Mahdi Abdel Djalil KHARCHI , Merriem BENKOBBI

Exploring Gender Related Differences’ in the Use of Politeness Strategies among EFL Master II Students at M’sila University.

SAIDI Nada , SADDOUK Nassima.

EFL TEACHERS’ PERCEPTIONS REGARDING THE USE OF PORTFOLIO ASSESSMENT IN MIDDLE SCHOOL EFL CONTEXT: The Case of EFL Middle School Teachers at M'sila

Yassamine DJAIDJA , Amina Aicha MABROUKI

Authorial Stance in EFL Master Dissertations Discussions: A Corpus-Based Study. Case of Master Two Students at M’sila University

KHARCHI Mehdi Abdeldjalil , BENKOBBI Meriem

Exploring Gender Related Differences’ in the Use of Politeness Strategies among EFL Master II Students at M’sila University.

Adnan AMROUNE , Achouak CHARIK

Exploring the Relationship Between Grammar Learning Strategies Use and Grammar Competence Case of Second Year Students at M’sila University

Saraoui Saleheddine , Dilmi Lobna

Investigating the Correlation between EFL Learners’ Levels of Emotional Intelligence and their Pragmatic Competence of Apology Speech Act Realization. Case of Master Two Students at M’sila University

Dakhane Bouchra , Zedlkhir Nawel

Exploring the Relationship between Cultural Intelligence and Strategic Competence among Third year EFL Students at M’sila University.

Ilham BAALI , Selsabil Fatima Ezzahra ALLAL

Investigating Research Competence Among EFL Learners: Perceptions and Challenges. The Case of Master Two Linguistic Students at the Department of English at M’sila University.

Lina LADJLET , Sarra BENREDOUANE

The Impact of Pedagogical Peer-Tutorship on First-Year EFL Students' Academic Motivation and Autonomy.

Mouna ZEGHLACHE , Dounya MEDJNAH

An Investigation into the Effects of PowerPoint Presentation Use on EFL Student’s Effective Note Taking Skill and Attitudes. The case of EFL Master one students at M’sila university

Mohammed Ali Islam ATTRI , Ahmed Ayoub HADJAB

EFL teachers' and Learners' perceptions about the effects of English TV series on EFL learners' conversational competence

Ben Osmane Chayma , Slimani Nesrine

Investigating EFL Learners’ Use of Language Learning Strategies Case of 1st year students at M’sila University

Zouweyna Ladghem Chikouche , Nassiba KHARCHI GASMI

Enhancing efl leaners' readinng comprehension using multiple intelligences based activitics

Sofiane DEBBIH , Yakoub HEBARA

The Impact of Social Media on American Presidential Election Campaigns The Case of “ Donald Trump’s 2016 Campaign ”

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Citation

IMANE Cheriet , ,(2025-12-01), Top 10 Mistakes Committed by Master Students when Writing their Dissertations,Master Dissertation Writing Guidelines,M'sila University

In the modern global world, language roles are beyond just being a means of communication. It is becoming a key competency that enables access to job opportunities, mobility, and professional development. As a reaction to this recognition, the Algerian labor market has increasingly emphasized language proficiency as a critical factor for employability. This study explores the attitudes and perceptions of university students toward language learning as a condition for enhancing their future career opportunities. Empirical data if this study were collected using a questionnaire for students enrolled in different faculties at M’sila University. The questionnaire examined students’ beliefs about the importance of language learning, their received training, their motivations, and their views on how language proficiency influences employability along with their coping strategies to address this requirement. Preliminary findings suggest that while students generally recognize the value of languages, particularly English, in the labor market, discrepancies were found between their positive attitudes and their actual language learning practices. The results also reveal variations in perceptions depending on students’ field of study. This study’s implications confirm the obligation of aligning language learning with employability needs informed curriculum reform, integration of workplace-oriented language training, and collaboration between universities and employers. Keywords: language learning, employability, attitudes, perceptions, Algerian university students

Citation

IMANE Cheriet , ,(2025-11-12), Language Learning as an Employability Stake: Algerian University Students’ Attitudes and Perceptions.,Pratiques didactiques, Enseignement des langues et Marché du travail en Algérie,l’ENS de Bou-Sâada

Making mistakes is an inevitable part of human nature and a vital step in any learning process. However, in academic writing and particularly in dissertation writing not all mistakes are excusable. Errors in structure, methodology, or argumentation can significantly affect the quality and credibility of a student’s work. This presentation, explores the most frequent and often unintentional mistakes committed by Master’s students during the dissertation process. By identifying and analyzing these recurring issues ranging from weak problem formulation and incoherent literature reviews to poor methodological alignment, the presentation aims to raise students’ awareness of how such mistakes are perceived by jury members during the defense. Understanding these pitfalls is essential, as it enables students to recognize potential weaknesses before submission, improve the academic rigor of their writing, and strengthen their confidence as emerging researchers. Ultimately, this presentation highlights that mastering dissertation writing is not only about avoiding errors but about developing a deeper awareness of academic reasoning, structure, and methodological soundness.

Citation

IMANE Cheriet , ,(2025-11-10), Writing it Right: The Top Mistakes Master’s Students Make when Writing their Dissertations and How to Avoid them.,Conducting Master's Dissertation in the EFL Context: Practical Guidelines,Relizane University

Assessment is a core professional duty, grounded in ethical principles of fairness, integrity, and accountability. Because it is a human act, it is inevitably shaped by ethical concerns and often engages in questions of responsibility and judgment. Due to the rapid integration of Artificial Intelligence (AI) into education, assessment practices are undergoing significant change which is leading to core ethical challenges. While AI tools can enhance teachers’ efficacy, growing concerns have emerged concerning their overreliance on these technologies, leading to what we can described as a shift from their professional duty to digital dependency. This study investigates teachers’ practices and ethical orientations toward AI-supported assessment in higher education. Drawing on semi-structured interviews and questionnaires data were collected from 85 university instructors across different disciplines in the University of M’sila. This study explored patterns of AI use, with particular attention to tendencies where assessment responsibilities are partially or fully attributed to AI. The findings revealed a number of practices, we refer to them as “lazy practice” of “labour of laziness”, with some teachers using AI to replace rather than support their own judgment. These practices raise ethical risks such as reduced validity and reliability, fairness and lack of transparency in grading. This study provides empirical evidence of the ethical implications AI-based assessment and calls for professional development frameworks that promote responsible and rational ethically grounded integration of AI in teaching and evaluation. Keywords: AI in education, ethical practices, teacher accountability, assessment, higher education

Citation

IMANE Cheriet , ,(2025-11-05), The Labour of Laziness: Exploring Ethical Risks of AI Reliance in Higher Education Teachers’ Assessment Practices,Rethinking Assessment in the Age of Artificial Intelligence,ENS Canstantine

Recently, English-Medium Instruction (EMI) has gained a prominent share in the Algerian higher education policy, driven by national aspirations for internationalization and competitiveness. However, the rapid integration of EMI has raised concerns about the extent to which universities and instructors are well prepared to meet its demands. Thus, this paper examines both instructional and institutional readiness. Based on empirical data from questionnaires for teachers and teachers’ trainers and interviews with administrators, the study investigates how EMI is being introduced and how teachers and institutions are adapting to its demands. The study was conducted with a sample of 35 teachers, 15 teachers’ trainers and 10 administrators. The Findings indicated that while EMI is perceived as a path to internationalization, both institutions and teachers face challenges in coping with its demands. To address these challenges, teachers’ strategies include, for instance, code-switching, simplifying course content, and creating their own materials. Institutions, meanwhile, rely on short-term measures such as workshops and informal peer mentoring. The study implications call for a more realistic alignment between EMI ambitions and actual readiness, with implications for policy makers, teacher training, and sustainable higher education reform in Algeria. Key words: English Medium Instruction (EMI), Teacher Training, Higher Education, Algerian Universities, Educational reforms

Citation

IMANE Cheriet , ,(2025-10-30), The Pursuit of EMI in Algerian Universities: Insights into Instructional and Institutional Readiness and implications,Teacher Professional Development in Algerian Universities: Empowering educators for Quality and Innovation in Higher Education,Biskara Univversity

The increasing use of English as a Medium of Instruction (EMI) in Algerian higher education has taken place in scientific fields while future intentions are leading the groundwork for its utilization in human sciences especially Sharia education and Qur'anic interpretation. This study highlights the viewpoints of Sharia teachers, educators, and students along with the investigation of how EMI affects students' comprehension of Sharia principles and Qur'anic interpretation and explanation. This study follows a qualitative research design. Semi-structured interviews, with 40 Sharea instructors and 50 students enrolled in Sharia programs around the Algerian universities, are used in data collection. The results indicates that this change presents both opportunities and challenges. Participants expressed concerns regarding potential misinterpretations of sacred texts, difficulties in accurately conveying the variety of Arabic terminology, and the risk of separating students from the linguistic and spiritual richness of the Qur’an. Sharia teachers’ perspectives emphasize the importance of balancing linguistic accessibility with adherence to Islamic teachings, advocating for the implementation of English as a Medium of Instruction (EMI) alongside comprehensive Arabic language support and context-sensitive instruction. The study concludes that although EMI provides substantial educational advantages, the careful integration of religious, linguistic, and pedagogical factors is crucial. The insights presented enhance current discussions regarding multilingual methodologies in religious education and provide practical implications for curriculum development, instructional strategies, and policy formulation in Sharia-based academic programs. Keywords: English-Medium Instruction, Sharia Education, Qur’anic Interpretation, Religious Perspectives.

Citation

IMANE Cheriet , ,(2025-07-12), From Arabic to EMI: Sharea Teachers’ readiness and perceptions of the Influence of English-Medium Instruction on Sharia comprehension and Qur’an Interpretation,From STEM to Sharia: National Reflections on EMI Implementation Across Disciplines and Its Prospects in Islamic Sciences,Algiers 1 University

English has become a global lingua franca, shaping education, business, and professional sectors. In Algeria, the demand for English proficiency is growing, not only in traditional fields like education and academia but also in business, law, healthcare, and technology. English for Specific Purposes (ESP) plays a crucial role in equipping university students and professionals with the language skills needed to thrive in their specialized fields. However, for ESP to effectively support professional development, universities must establish stronger collaborations with industries, ensuring that language instruction is tailored to real-world demands.

Citation

IMANE Cheriet , ,(2025-02-03), The Future of ESP in Algerian Universities: Bridging Academia and Professional Sectors,تعليم اللغة الانجليزية,جامعة البشير الابراهيمي برج بوعريريج

These Workshops served in revising the old contents of the modules of two Levels Licence and Master). They were organized by the department of English in the academic year 2024/2025

Citation

IMANE Cheriet , ,(2025-01-12), Revision of Licence and Master Contents Workshops,Revision of Licence and Master Contents Workshops,Department of English language and Letters

The presentation titled "Integrated Performance Assessment (IPA) as a Strategic Approach for Enhancing Listening and Reading Comprehension Skills" explores the application of IPA in improving English as a Foreign Language (EFL) learners' ability to comprehend spoken and written texts. By aligning assessment with real-world tasks, the presentation argues that IPA fosters a holistic development of language skills, focusing not only on individual abilities but on learners' ability to integrate listening and reading skills effectively. Through the use of innovative materials, techniques, and tools, this approach aims to create more dynamic and meaningful learning experiences, contributing to the advancement of EFL learners' comprehension capabilities. The presentation, part of the 5th Doctoral Day, highlights how such strategies can be utilized to enhance EFL instruction in practical and engaging ways.

Citation

IMANE Cheriet , ,(2024-11-09), Integrated Performance Assessment(IPA)as a Strategic Approch for Enhencing Listening and Reading Comprehension Skills,The 5th Doctorial Day on: Enhencing listening and reading skills in English as a Foreign Language: Effective and Innovative Materials, Techniques and Tools,M'sila university, Department of English language

The workshops aim to equip doctoral students from various specialties and disciplines with essential English language skills that are crucial for their academic and professional development. As English is the dominant language in research and scholarly communication, proficiency in academic writing, reading, and presentation skills enhances students' ability to engage with international literature, publish in reputable journals, and participate in global academic discussions. These workshops provide targeted instruction in key areas such as writing research papers, understanding academic texts, and effectively presenting findings at conferences. By fostering a strong command of English, the workshops help doctoral students overcome language barriers, improve their confidence, and expand their academic and professional opportunities.

Citation

IMANE Cheriet , ,(2024-10-13), Making Oral presentations workshops,ورشات التكوين لطلبة الدكتوراة في مقياس اللغة الانجليزية,مركز اللغات المكثفة بجامعة مسيلة

The workshops aim to equip doctoral students from various specialties and disciplines with essential English language skills that are crucial for their academic and professional development. As English is the dominant language in research and scholarly communication, proficiency in academic writing, reading, and presentation skills enhances students' ability to engage with international literature, publish in reputable journals, and participate in global academic discussions. These workshops provide targeted instruction in key areas such as writing research papers, understanding academic texts, and effectively presenting findings at conferences. By fostering a strong command of English, the workshops help doctoral students overcome language barriers, improve their confidence, and expand their academic and professional opportunities.

Citation

IMANE Cheriet , ,(2024-06-25), Making Oral presentations workshops,ورشات التكوين لطلبة الدكتوراة في مقياس اللغة الانجليزية,مركز اللغات المكثفة بجامعة مسيلة

The workshops aim to equip doctoral students from various specialties and disciplines with essential English language skills that are crucial for their academic and professional development. As English is the dominant language in research and scholarly communication, proficiency in academic writing, reading, and presentation skills enhances students' ability to engage with international literature, publish in reputable journals, and participate in global academic discussions. These workshops provide targeted instruction in key areas such as writing research papers, understanding academic texts, and effectively presenting findings at conferences. By fostering a strong command of English, the workshops help doctoral students overcome language barriers, improve their confidence, and expand their academic and professional opportunities.

Citation

IMANE Cheriet , ,(2024-03-05), Making Oral presentations workshops,ورشات التكوين لطلبة الدكتوراة في مقياس اللغة الانجليزية,مركز اللغات المكثفة بجامعة مسيلة

Future Researchers who will continue to advance knowledge and shape the future of their fields Doctoral students generate new knowledge through their research, pushing the boundaries of existing disciplines and contributing to groundbreaking discoveries. Faculty members with doctoral degrees are at the forefront of research, leading research projects, securing funding, and publishing their findings in top academic journals.

Citation

IMANE Cheriet , ,(2023-12-17), Demystifying the Secrets of Academic and Scientific Communication: A guide to Doctoral Students,Algerian Scientific Publication and Peer Review: Status Quo and Future Directions,جامعة مسيلة- كلية الاداب واللغات

More than any crisis faced by the world, the COVID-19 pandemic has forged university students’ experiences on a global scale. As such, students have faced a variety of challenges as a result of the mandatory quarantine. These challenges have had both a negative and a positive impact. On the one hand, student struggled with the disruptions to their studies and the battle to stay motivated and engaged. On the other hand, the pandemic has also given university students the opportunity to develop new skills and strengths. Accordingly, this paper will explore the impact of the COVID-19 pandemic on Algerian university students. It discusses the challenges that students have faced as well as the empowerments they have gained. In view of that, this small scale descriptive study draws on data from a variety participants including students and teachers to provide a comprehensive overview of the topic. The purposefully selected sample of this study consists of a group of fifty COVID-19 generation EFL Master2 students and their teachers. The findings of this study will be of interest to higher education practitioners, educators, researchers, and policymakers seeking to understand the impact of COVID-19 pandemic on university students and to support their learning and achievement after the pandemic.

Citation

IMANE Cheriet , ,(2023-12-13), COVID Generation University Students: Damaged or Empowered?,The First International Conference on:Teaching and Learning in Post-Covid: Reality and Expectations,University of Saida

The quality of life and drug addiction

Citation

IMANE Cheriet , ,(2023-12-13), the relationship between quality of life and the prevalance of drug addiction,Quality of life and indicators of psychological healthin the Algerian society,University of M'sila, department of psychology

English is a versatile language that is globally accredited as the lingua franca of science and research. In this regard, developing a satisfactory level of English language proficiency is one of the crucial responsibilities of a researcher in order to access the latest research findings and to globally communicate their own work to other researchers. In equipping their doctoral students with appropriate English language skills, understanding their Academic English needs would definitely enable doctoral programs to develop and implement targeted interventions and proper training options. Within this scope, this study is an analysis of the academic English needs of doctoral students in educational sciences doctoral programs. The study surveyed 80 doctoral students and 35 doctoral tutors in educational sciences programs in different Algerian universities using semi-structured interviews as the main research tools. The survey explored doctoral students’ use of English in their academic work, and their perceived English language needs. The findings of this study provide insights about the academic English needs in the field of education necessary to inform English language teaching and support doctoral programs plans to prepare adept researchers.

Citation

IMANE Cheriet , ,(2023-12-04), Assessing the Acacdemic Needs of Doctoral students in Educational Sciences,The Future of Assessment in the Algerian Higher Education: Blending the best of the Digital and the Traditional Assessment Methods,university of Tebessa

One of the 21st century academic skills to master are the effective written communication skills in a cross-cultural modern globalized world. As EFL teachers of writing, we have often contemplated our students’ writings, in terms of mechanics, grammar and vocabulary, and found that their productions are not, in most cases, purely English like. This is due to their L1 influence which culturally shaped a set of rhetorical strategies they acquired during prior learning experiences, particularly, of writing in their mother tongue. Since both language and writing are culture-bound phenomena, the present study foregrounds the intricate ties between cultural meanings and rhetorical choices in writing. Research in the area of Contrastive rhetoric (CR) or intercultural rhetoric strongly emphasized that students across cultures need a full awareness of the L2 rhetorical conventions in order to familiarize with the disparities featuring L1 and L2 rhetoric patterns. Ideally, unless EFL students’ writing skill does inevitably entail their ability to culturally shape and reach the English rhetoric conventions, their intercultural communication would not be successful. Hence, this study is a twofold foci: to investigate and call for both students and teachers’ awareness raising of the L2 intercultural rhetoric, which embraces a knowledge of the link between culture and writing. Accordingly, this descriptive study took place, within a context of an EFL institution, at M’sila University, using a questionnaire with a sample of 40 third year EFL students and interviews with 15 writing teachers.

Citation

IMANE Cheriet , ,(2023-10-23), Culture and Text: EFL Teachers’ and Students’ Awareness of Cross-Cultural Rhetoric,The First National Online Conference on“Intercultural Communication in the Wake of Going Global”,Tebessa University, Department of English language and letters

Integrating the LMD system in the Algerian higher education has brought a drastic shift from traditional assessment methods to amended alternatives. Among the renovations is the integration of continuous assessment (CA) along with the main examination system to determine students’ success in the different modules. CA would definitely have a washback on both teaching and learning practices. In this respect, this study attempts, particularly, to explore the washback of CA on EFL teaching practices. This descriptive study makes use of an online questionnaire that was administered on a sample of 35 EFL teachers at the department of English at M’sila University. The findings revealed significant feedback about the usefulness of CA. It was also found that it has a possible negative washback on teaching methods. Accordingly, this study sheds light on the negative washback of CA and the necessity of addressing it to enhance the quality of university teaching practices

Citation

IMANE Cheriet , , (2023-08-31), The Washback Of Continuous Assessment Methods On Teaching Practices In Higher Education Context: The Case Of Efl Teachers At The Department Of English Language At M’sila University, أبوليوس, Vol:10, Issue:2, pages:304-320, أبوليوس

The effectiveness of ICT in education is determined not just by the technology's features and functions, but also by the pedagogical method applied. In this regard, the current study aims to demonstrate the impact of ICT-aided collaborative learning as a teaching strategy on EFL students’ American civilization/history literacy in higher education. A one-group quasi-experimental design was conducted with a sample of (30) third-year undergraduate students at the department of English at M’sila University, Algeria. To investigate the impact of this method on the students' performance in civilization, they received a pre and post-test based on Bloom's taxonomy targeting three levels: knowledge, comprehension, and analysis. The findings of the study revealed a positive impact of the ICT-aided collaborative learning method on students' civilization knowledge and comprehension, but no effect on their level of analysis and evaluation. Finally, to ensure the effectiveness of supporting ICTs with collaborative learning in teaching civilization/history a variety of well-designed tasks is recommended to target different cognitive processes

Citation

messaouda LADJINI , assia BAGHDADI , IMANE Cheriet , , (2022-05-31), Probing The Effect of Information And Communication Technology- Aided Collaborative Learning on English as A Foreign Language Students Historical Literacy, دفاتر المخبر, Vol:17, Issue:1, pages:448-469, ASJP

Higher education research continually emphasizes the need of integrating technology as a tool rather than an end in and of itself, a tool whose primary goal is to assist students in becoming more engaged learners and to increase their academic achievement. In light of the rapid expansion of networking technologies around the world, as well as the reforms undertaken by the Algerian Ministry of Higher Education, the purpose of this research paper is to delve into current civilization teaching practices in EFL classes, as well as the extent to which ICTs are integrated into civilization classes. To achieve this objective, this study used the descriptive method. Data were collected by a means of an online questionnaire administered on a sample of 25 civilization teachers of different teaching career experience from different Algerian universities. The results support teachers' favourable views of ICTs' effectiveness, despite the limited use in their classes. Out of this study, a set of recommendations made by the teachers appeal for increased teacher collaboration and teamwork, relevance of teachers' professional development oriented toward integrating ICTs in civilisation teaching, increased use of ICTs, and a balanced focus on both historical and cultural components of the targeted civilization in the EFL classroom. Keywords: Civilization- EFL- Higher education-Students-Teachers- Ict

Citation

assia BAGHDADI , IMANE Cheriet , messaouda LADJINI , , (2022), Algerian Higher Education Efl Teachers' Perceptions Of Ict’s Integration In Civilization Classes, مجلة الجامع في الدراسات النفسية والعلوم التربوية, Vol:7, Issue:1, pages:1513-1540, مجلة الجامع في الدراسات النفسية والعلوم التربوية

The integration of the LMD system in higher education has brought a drastic shift from traditional assessment methods to amended alternatives. Among the noteworthy renovations is the integration of what is called “continuous assessment” along with the main examination system to determine students’ success in the different modules. Being an assessment mode, continuous assessment would definitely have a washback effect on both teaching and learning practices. In this respect, this study attempts spot light on the washback effect of continuous assessment methods on EFL teaching practices in particular. This qualitative descriptive study makes use of an online questionnaire as a main tool of data collection. The questionnaire is designed and administered on a sample of 35 EFL teachers working at the department of English at M’sila University. The findings of this study revealed significant feedback about the usefulness of one of the assessment methods brought by the intrusion of the LMD system, and hence, inform teaching practices to address possible negative outcomes.

Citation

IMANE Cheriet , ,(2022), The Washback of Continuous Assessment Methods on Teaching Practices in Higher Education Context: The case of teachers at department of English at M'sila University,Fostering Language Assessment Literacy for University Language Teachers,Department of English Letters and language, faculty of letters and languages, Mohamed Khider university-Biskara

In times of digitization of Learning and Teaching at all levels, Old assessment practices are revisited and evaluated and new practices are introduced. E-assessment is the new substitute of traditional assessment, yet can it be practical in our context. This paper explores this problematic through analytical reading of recent studies in the Algerian context that evaluate the use of e-assessment in the Algerian higher education context

Citation

IMANE Cheriet , ,(2022), Can the E-assessment be a substitute to Traditional Assessment?-Analytical Reading,Blended Learning of Foreign Languages: A New Reality in Higher Education,Department of letters and English Language, faculty of letters and languages, Moustafa Benboulaid University-Batna2

school building and physical context plays a crucial role in the learning and the teaching process. Thus understanding the impact of school environment would provide insights on better ways to design schools to contribute to the promotion of learning.

Citation

IMANE Cheriet , ,(2022), المبنى المدرسي واثره على مخرجات العمليى التعليمية. School building and its impact on the outcomes of the learning process,الملتقى الوطني حول الأرغونوميا المدرسية. National conference on school ergonomics,جامعة محمد بوضياف- مخبر المهارات الحياتية

this presentation reads through the international law of human rights to analyze the status of special needs rights.

Citation

IMANE Cheriet , ,(2022), قراءة تحليلية حول حقوق ذويي الاحتياجات الخاصة في القانون الدولي لحقوق الانسان-الحق في المساوات وعدم التمييز,واقع ذويي الاحتياجات الخاصة في يومهم الوطني (قراءات واستشرافات). The Reality of Special Needs in their national day (Readings and prospects),المركز النفسي البيداغوجي

ASJP تعرض هده المداخلة وتشرح المعايير المعتمده لقييم المقالات العلمية على منصة

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IMANE Cheriet , ,(2022), ASJP المعايير المعتمد في تقويم مقال علمي عبر منصة,الندوة الدكتورالية الثانية حول منهجية كتابة مقال علمي ونشره في مجلة علمية مصنفة,جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

Academic and scientific communication skills: Essential means to sustain successful academic career

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IMANE Cheriet , ,(2022), Academic and scientific communication skills: Essential means to sustain successful academic career,The First National Study day on Developing Academic and Scientific Communication Skills,University of Ms'ila, Life skills laboratory

This paper is a summary of assessment practices in the time of Covid-19

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IMANE Cheriet , ,(2022), Assessment in the time of Covid-19: Challenges and Prospects,Pedagogical Practices at Higher Education in Times of Covid-19Crisis: Challenges, Solutions and future expectations,Department of letters and English Language, faculty of letters and languages, Ain Temouchent University-

This paper written in English represents the issues related to internet addiction among children

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IMANE Cheriet , ,(2022), Pathological Internet use among Children: Symptoms, causes, risks and treatment,الندوة الوطنية حول الادمان على الانترنت: الاسباب التشخي والعلاج,جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

Advantages and disadvantages of the IMRAD structure approach in the research wiritng process

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IMANE Cheriet , ,(2022), Advantages and disadvantages of the IMRAD structure approach in the research wiritng process,الندوة العلمية الوطنية حول التعريف بمنهجية IMARDفي اعداد البحوث,جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

this contribution asks and tries to answer the most asked questions about PNST

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IMANE Cheriet , ,(2022), PNST الاسئلة الاكثر تداولا حول,PNST الندوة الدكتورالية الوطنية حول كيفية استعمال البوابة الوطنية للاشعار عن الاطروحات,جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

the role of the doctoral supervisor in preparing the doctoral research

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IMANE Cheriet , ,(2022), دور المشرف في اعداد اطروحة الدكتوراه- the role of the supervisor in preparing the doctoral thesis.,الندوة الدكتورالية الوطنية حول خطوات ومنهجية اعداد اطروحة الدكتوراه من البداية الى مرحلة المناقشة,جامعه محمد بوضياف المسيلة -مخبر المهارات الحياتية

Among the variations of identity that attracted psychology and education researchers, are those associated with academic and professional settings, or what is known as Academic Identity (AI). It was commonly recognized that well identified AI is related to students’ academic achievement, goal orientation, motivation and success in their academic majors. Since all these aspects are in the core aspects targeted by universities around the globe, AI development is becoming one of the most concerns of university training programs besides knowledge transfer. Hence, this study aims at investigating the statuses of AI development among a sample of 200 Algerian master students within an Algerian university context. The investigation was also conducted through interviews with a number of 25 teachers. This study used academic identity status measure (AISM) developed by the researchers. Most participants’ levels of AI development were distributed between achievement, moratorium identities, and Low defined moratorium, while the rest showed foreclosed and diffused levels. A very few students held mid statuses such as; achievement, moratorium, foreclosure or diffusion oriented levels. The findings also indicated no significant differences in gender or in academic majors, except for sociology branch in the foreclosure status. This study discusses significant implications that spots light on the importance of devoting more consideration, in higher education, to students’ AI development as a predictor of their academic career success and continuation.

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IMANE Cheriet , Prof. Grazib Mohamed, , (2020), An Investigation Into Academic Identity Development Statuses Among Algerian Master Students, مجلة الجامع في الدراسات النفسية والعلوم التربوية, Vol:5, Issue:1, pages:530-553, مجلة الجامع في الدراسات النفسية والعلوم التربوية

Teachers professional development is a required activity. Since Higher education teachers are researchers and teachers, doing action research can be beneficial for enhancing both researcher and teacher careers.

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IMANE Cheriet , ,(2020), Action research to maintain sustainable development in EFL in EFL Context,Action research in the foreign Language Classroom,ENS Constantine Elkatib Assia Djebar- Constantine

The professional development (PD) programmes initiated by the Algerian ministry of higher education for newly recruited teachers: “ICT and Pedagogical Practices” and “Pedagogical Accompaniment” cannot prepare the novice teachers for all the challenges they may face along their career. Accordingly, teachers need to look out for additional training opportunities. One of these opportunities is found in Massive Open Online Courses (MOOCs). Nevertheless, research on applying MOOCs for continuous professional development (CPD) with regard to Algeria is overlooked. Hence, this study aims at filling in this gap by exploring Algerian university teachers’ familiarity, disposition, and experiences of using MOOCs for CPD. To reach this end, an online questionnaire is administered and a semi-structured interview is conducted with university teachers. The results of the study evinced that: 1) Teachers have low familiarity and weak interaction with MOOCs in general and, 2) teachers acknowledge the importance of CPD and are aware that the initial training and the teaching experience are not sufficient to maintain career advancement. Yet, 3) they do not have the disposition to engage in a CPD, 4) teachers consider this study as an eye opener on MOOCs and show a positive attitude for leveraging MOOCs for their CPD in the future. In the light of these findings, urgent plans to implement and value the culture of informal CPD are recommended, in addition to creating centres at the level of the universities devoted exclusively to CPD and related research. Most importantly, MOOCs that address the Algerian teachers’ CPD needs should be developed.

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IMANE Cheriet , , (2019), Algerian University Teachers’ Disposition and Experiences in Using MOOCs for their Continuous Professional Development, Arab World English Journal (AWEJ), Vol:1, Issue:5, pages:51-64, Arab World English Journal (AWEJ)

لأجل النجاح والازدهار داخل مجتمعاتهم الأكاديمية، يحتاج الباحثون، المتخصصون والطلاب في جميع التخصصات إلى إتقان مهارات الاتصال الأكاديمية أكثر من أي مهارات أخرى ذات صلة أكاديمية. تشير مهارات الاتصال الأكاديمي إلى طرق التواصل التي يتم تنظيمها بشكل رسمي واستخدامها بشكل كبير في الأوساط الدراسية الأكاديمية. ونظرا لكون المهارات من العوامل الحاسمة في تحقيق مستقبل مهني أكاديمي مزدهر، و بناء على المساعي الهادفة لتحسين جودة برامج التعليم العالي، كان تزويد الطلاب بهذه المهارات في مقدمة برامج التدريب في العديد من الجامعات حول العالم. واحدة من أهم المهارات في القرن 21 و التي تعتبر من المهارات الأساسية للاتصال الأكاديمي في ظل العولمة هي الاتصال عبر الإنترنت. يعتبر استعمال البريد الإلكتروني كأسلوب الاتصال الأكثر استخدامًا في المعاملات الأكاديمية الدولية. وهذه القناة تمثل شكلا من أشكال التواصل بين الثقافات. ومنه، فإن كتابة بريد إلكتروني ناجح هي مهارة تتطلب كفاءة تواصلية عالية ووعيًا بمعايير اللباقة وعادات كتابة البريد الإلكتروني عبر الثقافات المختلفة. تشكل كتابة رسائل البريد الإلكتروني لأغراض أكاديمية تحديًا أكبر لمتعلمي اللغة الإنجليزية كلغة أجنبية، حيث لا يواجهون فقط تحديات مع الدقة اللغوية فحسب، بل قد يواجهون أيضًا صدامًا بين معايير الكتابة بلغتهم الأم والمعايير الإنجليزية. تناقش هذه الدراسة الميدانية الحاجة إلى التدريب المركز على مهارات كتابة البريد الإلكتروني باللغة الإنجليزية كلغة أجنبية مع مراعاة أسس الاتصال عبر الثقافات. ولحقيق ذلك تم فحص مدى ما إذا كان عدد من رسائل البريد الإلكتروني، والتي كتبها عينة من 80 طالباً جامعياً من قسم اللغة الانجليزية بجامعه مسيلة، ناجحة من حيث الاتصال الثقافي الفعال. كما تهدف لتقصي مدى وعي الطلاب والمدرسين بالاختلافات بين الثقافات في رسائل البريد الإلكتروني الأكاديمية باستخدام استبيانين موجهين للأساتذة والطلبة.

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IMANE Cheriet , ,(2019), Skills of Academic Communication: Success in Cross-Cultural Academic online written Communication,الملتقى الوطني الاول حول المهارات الحياتية –مخبر المهارات الحياتية بجامعه المسيلة,M'sila University

One of the 21st century academic skills to master is the effective written communication skills in a cross-cultural modern globalized world. Since both language and writing are culture-bound phenomena, this paper foregrounds the intricate ties between cultural meanings and rhetorical choices in writing. Research in EFL education has elucidated the indispensable association between culture and writing endorsing the fact that EFL writing styles are not necessarily universal and that people, accordingly, with different culture backgrounds may differently structure and develop ideas in their texts. As EFL teachers of writing, we have always contemplated students’ writings, in terms mechanics, grammar and vocabulary, and found that their productions are not, in most cases, purely English like. This is due to their L1 influence which culturally shaped a set of rhetorical strategies they acquired during prior learning experiences, particularly, of writing in their mother tongue. This, as a culture transfer, may result in students’ L2 writing deficiency if the two cultures do greatly diverge. Kaplan’s Contrastive rhetoric (CR) or intercultural rhetoric (1966) gives account for the cultural context and interaction dynamics between readers and writers through writing. This idea has also been bolstered by Kaplan’s assertion that students across cultures need a full awareness of the L2 rhetorical conventions in order to familiarize with the disparities featuring L1 and L2 rhetoric patterns. Ideally, unless EFL students’ writing skill does inevitably entail their ability to culturally shape and reach the English rhetoric conventions, their intercultural communication would not be successful. Hence, this study is a twofold foci: to investigate and call for both students and teachers’ awareness raising of the L2 intercultural rhetoric ,that embraces a knowledge of the link between culture and writing, in a context of an EFL institution at M’sila university.

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IMANE Cheriet , ,(2018), EFL Students’Awareness of Cross-Cultural Written Communication,The first international conference on “Foreign Languages teaching: preparing Learners for the 21st Century Competencies and Skills”,English Language department, Tbessa University

Innovation in language teaching/learning approaches and methods has become an ostensive aspect of SL/FL curricula and pedagogies. Engaging students effectively as partners in elaborating and finalizing assessment tasks is arguably one of the novel techniques teachers would consider in the 21st century classroom. This study’s relational is to highlight findings of an action research conducted to find out how a teacher-student partnership, in project work evaluation, could promote LMD first year EFL students engagement, motivation and creativity. The study was carried out with 30 first year students. Two main action strategies in the assessment process were the focus of this study; (a) the design of a rubric containing criteria of oral presentations negotiated with the students used and (b) the process of evaluation of projects using the developed rubric. Data were gathered from the graduate student interviews, classroom observations and the quality of presentations before and after the use of the technique. The study exposed that involving students as partners, by their teachers, in the assessment of their project work did not only encourage them to improve a sense of engagement but also increased their motivation and creativity. This paper draws attentions to the need for a partnership between teachers and graduate students in assessment.

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IMANE Cheriet , ,(2018), Students and/or Partners: Towards Engaging Students through Assessment Partnership,National Conference on “ Rethinking EFL Learners Assessment in LMD Context: Between Individual Renewal and Collective Construction”,English Language department, Oran University

Cross cultural communication skills are becoming an urged set of tools for success in 21st century characterized by wider inter and cross cultural communications in different domains including higher education sector.

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IMANE Cheriet , ,(2018), EFL Students Awareness of Cross-cultural Written Communication,Foreign Language teaching: Preparing learners for the 21st century competencies and Skills,Department of letters and English Language, faculty of letters and languages, Laarbi Tebessi University-Tebessa

The use of MOOC as a new integrated technological method of teaching languages was not widely welcomed by university teachers for many reasons. this study explore teachers dispositions and attitudes towards it.

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IMANE Cheriet , ,(2018), Algerian University Teachers’ Disposition and Experiences in Using MOOCs for their Continuous Professional Development,Supporting Educational Innovation to Ensure Quality Teaching,Laboratoire de recherche: Technologies de L'information et de la communication dans l'ensignment des languages et traduction, University of Hassibe Eenboulaid