Département d'Anglais

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Ngũgĩ wa᾽ Thiong᾽s I Will Marry When I Want (1977) and Athol Fugard’s My Children! My Africa! (1990): A Brechtian Reading
(Mouloud Mammeri University, 2021) Abou Ania; Lattari Belkacem
This research paper deals with the theme of social protest in Ngugi's I Will Marry When I Want (1977) and Athol Fugard’s My Children! My Africa! (1990). To develop our issue, we have adapted some principles from Brecht's theory of Epic Theatre. Our work is composed of two Chapters. The first one discusses the various "Epic Theatre" techniques that the two authors employ in the chosen plays to transform their respective theatre into a means for social change and protest. We have noticed that both Ngugi and Fuguard rely on Brechtian techniques to alienate their audiences. The second is a thematic analysis in which we tried to demonstrate the literary elements of James Ngugi and Athol Fugard, with much focus on oppression, exploitation, and the impact of capitalism. This is in addition to the character's political engagement. Through our analysis of the two plays, we have found that the two authors use theatre for the benefit of their people in order to awaken their consciousness by giving them a real representation of life.
The Role of Dialogic Method in Improving EFL Students’ Argumentative Skills: an Analysis of Students’ Views in the Department of English at MMUTO
(Mouloud Mammeri University, 2022) Adjoud Melissa; Boumekla Liticia
The present study focuses on exploring the Dialogic method of teaching which is an approach to language learning that allows interaction and communication through conversation and dialogues between student/student and also student/teacher to develop argumentative skills and acquire speaking skills and critical thinking. The study deals also with its origins and its roles in improving argumentative skills of Master Students. This study has three main objectives. First, it is aimed to identify if the method is used in the classroom during the learning process. The second aim is to find out if the dialogic method improves the argumentative skills. Finally, it highlights the different roles of dialogic method in improving and developing the argumentative skills of learners. To carry this study, a mixed method approach involving qualitative and quantitative approaches has been followed. The research attempts to analyze the topic and determine the role that the Dialogic method plays in developing the argumentative skills of learners. It also highlights the principles of the method and for this a questionnaire is adopted and designed for students in order to gather and analyze the collected data. The findings have been converted into numerical data, and interpreted using content analysis. The results show that despite some shortcomings, the DM is used in the classroom. Hence, it develops the argumentative skills of Master Student, helping them to be communicatively competent.
Resilience of Tradition in Wole Soyinka’s The Lion and The Jewel (1963) and Ama Ata Aidoo’s Anowa (1970)
(Mouloud Mammeri University, 2021) Ferhati Sabrina; Ibaouene Hayet
This piece of research is a postcolonial comparative study of Wole Soyinka’s The Lion and The Jewel (1963) and Ama Ata Aidoo’s Anowa (1970). To carry out this study, we have relied on Homi K. Bhabha’s The Location of Culture (1994). We have focused on the affinities in the two authors’ misrepresentation of the traditional and modern thought and their cultural and social system. We have also dealt with the term Hybridity in both works and studied the authors’ point of view towards the postcolonial era. Our work has not only been restricted to the study of similarities and differences between the two works, but also the examination of Soyinka’s and Aidoo’s different approaches to celebrate and consolidate their respective traditions. Both Soyinka and Aidoo portray the theme of marriage and its aspects and how the traditional of marriage are obligatory in Africa in opposite to the modern one. The aim of our study revealed that both Soyinka and Aidoo expressed the inequality between two different worlds and two different sex male and female consciously or unconsciously.
Achebe, Ngugi, Armah and Kipling : A comparative study of resilience
(Mouloud Mammeri University, 2023) Atal Amel; Taleb Nesrine
This present research studied the theme of resilience in all of Achebe’s Things fall apart, Ngugi’s A grain of wheat and Armah’s The beautyful ones are not yet born from both a dialogic and postcolonial approach. The aim of this dissertation is to draw thematic parallels between these postcolonial novels and Kipling’s poem entitled “If”; it seeks to unveil how Achebe, Ngugi and Armah embraced the Kiplingese poetic theme of resilience and engaged accordingly in a dialogue with it. Mainly, we have put emphasis on the personal motivations, conduct and ethical choices of the respective protagonists: Obierika, Mumbi and The Man to assess the significance of resilience in reflecting the African experience amidst the larger political and sociocultural forces. To achieve this goal, we relied on Bakhtin’s Dialogism combined with his prominent concepts of Stylization, Hidden Polemics and the Ideological nature of Characters developed in his books entitled The Dialogic imagination (1981) and Problems of Dostoevsky’s Poetics (1984). In addition, we supplemented our study with Aschroft’s analytical process of Appropriation and Abrogation introduced in The empire writes back: Theory and practice in postcolonial literature (2002), along with Fanon’s philosophical theories developed in his seminal work The wretched of the earth (1963). The findings of our analysis of the three novels under scrutiny showed to a certain degree a nuanced stylization of Kipling’s classical poem “If”, it revealed the extent to which the three protagonists stand as markers of this particular Kiplingese association. The writers in their attempt to amplify the voice of the African man in colonial and postcolonial eras, they adorned their narratives with polemics subtly challenging Kipling’s confinement of the ideals of resilience advocated in his canonical work.
Sexist Language in Beauty and the Beast Animated Movie (1991) and Action Movie (2017): A Sociolinguistic Analysis
(Mouloud Mammeri University, 2021) AIit Ouarab Samira; Ben Addi Kahina
The present study investigates the sexist language used in two American movies: Beauty and the Beast (1991) animation movie and Beauty and the Beast (2017) live action movie. The aim of our study is to reveal the sexist language used in both versions from a sociolinguistic perspective; it thrives to show how women are depicted in both the live action and animated versions. The study analyzed the scripts of both movies by adopting a qualitative research method, which allows a deep “explanation of the concepts” analyzed by the framework introduced by Sara Mills (2008) Language and Sexism. Twelve scenes from each movie were selected for analysis. The results revealed that both overt and indirect sexism were found in the analyzed scenes. Sexist language was manifested at two levels: the word level and the discourse level, as well as the presence of insult terms, sexism in swear words, semantic derogation, naming, presupposition, words and meaning. The conclusion to be drawn from the findings is that the language used in the two movies we analyzed is sexist against women. It is shown in the use of sexist terms, sentences, and derogatory vocabulary and that women are depicted as objects or properties, powerless, and second- place citizens. Men, on the other hand, are depicted as dominant and powerful masters; therefore, movies can be seen as carriers of discrimination against women
Myth and Symbolism in Gothic Literature:A Study of EdgarAllan Poe’s The Fall of the House of Usher(1839) and Stephen King’s Carrie(1974)
(Mouloud Mammeri University, 2020) Amalou Dihia; Ait Yahiaoui Nouara
The present paper under the title Myth and Symbolism in Gothic Literature: A study of Edgar Allan Poe’s The Fall of the House of Usher and Stephan King’s Carries trives to compare between the different elements of Gothic genre existing in the two works being studied. The Fall of the House of Usher (1839) and Carrie(1974) are written by the American famous Edgar Allan Poe and the well-known Stephan King. Our research explores the common themes in the two stories and the way the authors present the gothic features under the scope of Northrop Frye’s theory Anatomy of Criticism: Four Essays (1957). Moreover, this dissertation aims is to explain the demonic worlds that are coined by Frye’s theory and the way they correspond to the features of gothic literature. It includes setting in castle, an atmosphere of misery and suspense, supernatural phenomenon and inexplicable events found in both novels. In addition, the sixth phase of history relocate the gothic features into parodies rather than horror.All of that contribute to the fact that old and new gothic narrations are highly important in terms of their depiction of social context issues .This investigation brought closer thesebookstotragedythatrepresenttheeightiethandtwentiethcenturies’Gothicis.Actually, they are good examples to show how important literature can be,and how it represents historical,social or individual facts.
Imagological Analysis of the Algerian Dessert in The Sheltering Sky (1949) and La Nuit de la Lézarde (1998)
(Mouloud Mammeri University, 2023) Lagrib kenza; Allouda Leila
This dissertation investigates the representation of the desert in Paul Bowles's “The Sheltering Sky” (1949), and Malika Mokeddem's “La nuit de la lézarde” (1998) using Imagology as a theoretical framework. Imagology, a theory focusing on the study of images and representations of different cultures developed by Manfred Beller and Joep Leerssen, it is applied to analyze the portrayal of the desert in these literary works according to characters' perceptions and themes. The representation of the desert in the works of Bowles and Mokeddem, examined through the lens of Imagology, reveals the complex cultural and symbolic significance of the desert in fiction. The desert serves as a crucial space, reflecting the existential and psychological state of the characters, and functioning as a metaphor for the encounter between different cultures. Through the application of Imagology, the representation of the desert can be seen as a construct that shapes and is shaped by cultural perceptions, challenging limited views and inviting a nuanced understanding of its multifaceted symbolism. The desert highlights the interconnectedness of literary representations and cultural identity, and is a site of exploration, where the boundaries between the self and the other, the familiar and the foreign, are blurred. This representation invites readers to question preconceived notions and stereotypes, emphasizing the importance of understanding the cultural, historical, and political contexts that inform these two selected literary representations of the desert in both novels
Teachers’ Perceptions of the Use of Motivational Strategies in the Foreign Language Classroom. The Case Study of Private School Teachers in Tizi-Ouzou.
(Mouloud Mammeri University, 2022) Mallek Emilia; Ouffar Amel
This study explored the motivational strategies used by EFL (English as a Foreign Language) teachers in private schools and their perceptions of these strategies' importance and effectiveness in the language learning process. The research centres on three key objectives. First, it seeks to identify the motivational strategies employed by teachers and assesses their frequency of application in EFL private schools’ classes. Second, it aims to investigate teachers' perceptions regarding the significance of these motivational strategies in enhancing pupils’ motivation to learn English as a foreign language. Third and last, it seeks to explore the correlation between motivational strategies, students' motivation, and language learning outcomes. To achieve these objectives, Cheng and Dornyei's (2007) theoretical framework serves as the guiding lens. A mixed-methods research approach is adopted by combining both quantitative and qualitative methods. In order to collect the data, questionnaires consisting of two sections (frequency of use / perceived importance), are administered to forty EFL private school teachers across different regions in Tizi-Ouzou. The interview involved five EFL teachers from different private schools’ settings. Quantitative data are analysed through Descriptive Statistics, while qualitative data are analysed using Qualitative Content Analysis. The results disclose that EFL private school teachers employ diverse motivational strategies in their classrooms. Furthermore, findings indicate that EFL teachers in private schools recognize the significance of existing motivational strategies in foreign language learning and acquisition, considering them highly effective for EFL education. Crucially, this research establishes a clear link between the implementation of motivational strategies, students' motivation levels, and their learning outcomes.
The Feminine and the Masculine Within in William Faulkner’s The Sound and The Fury (1929) and Osamu Dazai’s The Setting Sun (1947)
(Mouloud Mammeri University, 2023) Bouzidi Malia
This dissertation targets the depiction of the feminine and the masculine within in William Faulkner’s The Sound and The Fury (1929) and Osamu Dazai’s The Setting Sun (1947). This comparison aims to study how Faulkner and Dazai portray brave female characters and emotional male personas in almost the same historical and social setting. To thoroughly analyze the characters, psychoanalysis is fundamental for understanding thought patterns and behaviour. Carl Gustav Jun’s concepts of anima and animus provide the necessary knowledge for exploring the masculine aspect of women’s psyche, and the feminine aspect of men’s psyche. I also rely on the concept of shadow to analyze the male characters. The results of this research uncovers the masculine within of Caddy Compson and Kazuko who project their resilience.They fight and rebel to gain freedom and independence. The findings also points to the feminine energy of Quentin and Noji who are driven by hypersensitivity and emotional dominance. To conclude, Faulkner and Dazai contributed to the bearing of the feminine and masculine energy of both men and women by portraying women with heroic traits and men with deep emotions.
Lecture Note-taking Methods and their Effect on EFL Students’ Academic Achievement: The Case of Master One Language and Communication Students at the University of Tizi-Ouzou
(Mouloud Mammeri University, 2023-06) Lahmari Fetta
The present study aims to examine the effect of lecture note-taking methods on students’ academic achievement. This research is centered around three major objectives. First, it seeks to identify the main note-taking methods used by Master one Language and Communication students relying on Ratnaprabha & Shashikala’ (2017) framework of Notetaking. Second, it aims to discover students’ perception on the usefulness of note-taking methods on their academic achievement. Third, it attempts to determine whether note-taking has a positive or a negative impact on students’ academic outcomes. To achieve the cited objectives, a quasi-experimental research was conducted in the department of English at Mouloud Mammeri University of Tizi-Ouzou in addition to the use of mixed-method approach for data collection and data analysis. A questionnaire, a pretest, a posttest, and students’ lecture notes were the main data collection tools that were analyzed using quantitative and qualitative methods. The findings of the questionnaire and students’ lecture notes revealed that Master one Language and Communication students use both the outline and the sentence note-taking methods which pertain to the linear note-taking style. In addition, it was disclosed that students perceive note-taking as an efficient technique that helps them to get better grades. Furthermore, the pretest and posttest findings showed that note-taking has a positive impact on students’ academic achievement.
EFL Teachers’ Strategies with Introvert Students to Enhance their Oral Performance in Debate: The Case of Third Year Students of the Department of English at Mouloud Mammeri University of Tizi Ouzou
(Mouloud Mammeri University, 2022) Tansaout Dihia; Tachabount Radia
This dissertation explores the strategies employed by EFL (English as a Foreign Language) teachers to enhance the oral performance of introvert students in debates. Its primary objectives are to identify the key characteristics of introvert students, drawing on Carl Jung's theory of personality types, and to examine their main challenges. Additionally, the study aims to investigate the various strategies employed by teachers to support introvert students to perform well in debates, based on Deci and Ryan's Self-Determination Theory and their three core needs. To achieve these goals, the study was conducted within the English department at Mouloud Mammeri University, involving 30 third-year licence students and three teachers of oral expression. Data collection involved administrating the questionnaire to the thirty students via social media and conducting interview with the teachers. The collected data were then analyzed using a combination of quantitative and qualitative methods. The findings of the study revealed a high prevalence of introversion in classes, which is characterized by a strong focus on inner thoughts and energy. Introvert students faced challenges related to shyness, anxiety, fear of making mistakes, and a lack of self-confidence. The study also demonstrated that teachers implemented a range of strategies to enhance introvert students' speaking skill in debate. These strategies included promoting equal participation, organizing discussions in small groups, providing positive feedback, and utilizing visual aids.
Colonial oppression and Commitment in the two Literary Works:Yeats’s Cathleen Ni Houlihan and Mouloud Mammeri’s L’Opium et le Baton
(Mouloud Mammeri University, 2022) Nemmar Halima; Boudjemai Nesrine
This study investigate the intricate themes of colonial oppression and Commitment as they are depicted in the two seminal literary works :William Butler Yeats’ “Cathleen Ni Houlihan” and Mouloud Mammeri’s “L’Opium et le Baton” .Through the Lents of Frantz Fanon’s theory of “Concerning Violence” and Jean Paul Sartre’s theory of Commitment .Our study examines the character’s struggles against colonial subjugation highlighting Fanon’s exploration of violence as a means of reclaiming agency in the fact of oppression .This have relation with Sartre’s concept of commitment ,emphasizing the ethical responsibility to fight against injustice. The analysis delves into the nuanced portrayals of colonialism, shedding light on the psychological, social, and cultural dimensions of subjugation. This offers a deep understanding of complexities of colonialism a resilience of human spirit in the pursuit of freedom and self-determination. We have divided our work into sections. In the first one we have dealt with the historical backgrounds of both Ireland and Algeria to put the two literary works in their contexts. In the second section we have dealt with the theme of Colonial oppression in both literary works. In the last section we have tried to apply the theory of commitment in William Butler Yeats’s “Cathleen Ni Houlihan” and L’Opium et le Baton by Mouloud Mammeri.
Using Mind Mapping to improve understanding and retention of vocabulary acquisition for the EFL’s learners. Case Study: 3rd Year Secondary Pupils at Yazouren Mohamed School in Azeffoun, Tizi-ouzou
(Mouloud Mammeri University, 2020-12) Bouchakour Faiza
This study is about using mind mapping as a technique to enhance EFL (English as a Foreign Language) learners' vocabulary acquisition. The study has three main objectives, including introducing the concept of mind mapping, analyzing the connection between mind mapping and understanding and memorizing skills improvement, and determining the effectiveness of mind mapping as a learning guide for vocabulary acquisition. The population for the study was 43 pupils in their 3rd year at Yazouren Mohamed in Azeffoun (Tizi-ouzou), and the data collection and analysis used a mixed methods approach. The study found a significant relationship between the use of mind mapping and improved understanding and memorization skills during vocabulary learning. The authors conclude that the use of mind mapping in learning English vocabulary can help learners achieve a deeper level of learning.
Investigating Teaching and Learning Vocabulary through the Pictionary Game: The Case of Second Year Pupils of Amyoud Smail Middle School in Tizi-Ouzou
(Mouloud Mammeri University, 2023) Arab Ouarda; Iguernlala Sihem
The present research investigates the use of the Pictionary game (PG) as a teaching/learning tool to improve the vocabulary mastery and acquisition of second-year pupils at Amyoud Smail Middle School. More specifically, it aims to gather pupils’ perceptions regarding the use of the Pictionary game as a teaching tool for learning vocabulary. Additionally, it seeks to determine whether the teachers at Amyoud Smail Middle School support the adoption of the Communicative Language Teaching Approach (CLT) to teach vocabulary through the PG. To reach these objectives, we have relied on the literature review and on Vygotsky’s socio-cultural learning theory, which views language and social interaction as the cornerstone of learning. The study has adopted mixed methods research combining both quantitative and qualitative methods for data collection. For data collection, a questionnaire is administered to thirty-one (31) second-year pupils, and a semi-structured interview is conducted with three (03) teachers of Amyoud Smail Middle School. Concerning data analysis, the Descriptive Statistical Method is used to analyse the quantitative data obtained from the close-ended questions of the pupils’ questionnaire, and Qualitative Content Analysis (QCA) is applied to interpret the findings obtained from the open-ended questions of the teachers’ interview. The results of this study have demonstrated that second-year pupils at Amyoud Smail Middle School have positive perceptions of the use of PG as a teaching/learning tool to enhance their vocabulary learning, as it provides a relaxing and engaging environment to develop and acquire vocabulary effectively. Moreover, the outcomes have revealed that the teachers at Amyoud Smail support the adoption of the Communicative Language Teaching Approach, as it promotes collaboration, social interactions, and pupils’ ability to communicate effectively in real-life situations.
DinawMengestu’sThe BeautifulThingsthatHeavenBears (2007) and Chimamanda Ngozi Adichie’sAmericanah(2013):A Comparative Study
(Mouloud Mammeri University, 2023) Smail Chahinaz; Skendraoui Katia
This research study is a comparative analysis of the novels The Beautiful Things That Heaven Bears by DenawMengestu (2007) and ChimamandaNgoziAdichie’sAmericanah (2013). The objective of this research is to delve into the various challenges experienced by the protagonist. Moreover, the study aims to examine the cultural clash that shapes the experiences and difficulties faced by the protagonists SephaStephanos and Ifemelu. To achieve our goal, we have incorporated HomiK.Bhabha concepts of ‘Mimicry’ and ‘Hybridity’. Initially, we focus on the common complexities that SephaStephanos encounters as an African Immigrant, as well as the challenges faced by Ifemelu in America, and upon her return to Nigeria. Also we delve into the evolution of identity of the protagonists with particular emphasis on their cross-cultural interactions, self-discovery and their personal growth. Consequently, our comprehensive analysis of the chosen novels leads us to a discerning conclusion. Mengestu and Adichie share common perspectives towards racism and cultural clash.
Teachers’ Multimodal Scaffolding to Motivate EFL Learners The Case of First Year Middle School in Tizi-Ouzou
(Mouloud Mammeri University, 2022) Mansour Amina; Mansour Wassila
This study explores the role of multimodal scaffolding techniques in motivating EFL Middle School pupils at the OUSMAIL Houcine Middle School of Tamda, Ouaguenoune (Tizi Ouzou). This research is centered around three objectives First, it aims to explore middle school teachers of English and first year MS1 pupils’ attitudes towards the use of multimodal scaffolding strategies to enhance the learners’ motivation. Second, it checks whether these teachers use Multimodal resources such as pictures, dialogues and videos and scaffolding strategies like translation and modelling. Finally, it explores whether these resources and strategies are effective to motivate first year MS pupils. This study is based on the application of Dornyei L2 motivation framework (2001), the application of Vygotsky’s theory of learning, as far as the “Zone of Proximal Development” (1997) is concerned and Kress’s theoretical considerations about multimodality (2010). It combines both the quantitative and the qualitative methods. In fact, it relies on a questionnaire that is addressed to first year middle school pupils, an interview that is conducted with their teachers of English and finally a classroom observation which is conducted at the middle school. It uses a statistical method to elicit statistical data, then adopts qualitative content analysis for the interpretation and the explanation of the qualitative results. After the discussion of the results, it was found out that both the learners and their teachers of English have positive attitudes towards the implementation of scaffolding techniques and using multimodal resources in the English classes during the teaching and learning processes. Also, the results provided evidence that multimodal aids and scaffolding strategies are often used effectively by the teachers of English in order to motivate their EFL learners. The findings revealed also that using such aids and strategies to teach English is a relevant method to enhance the pupils’ motivation, raise their confidence and self-esteem.
James Joyce’s A Portrait of the Artist as a Young Man (1916) and Meena Kandasamy’s When I Hit You: Or, A Portrait of the Writer as a Young Wife (2017): a comparative study.
(Mouloud Mammeri University, 2022) Oufourou Malika; Chena Djamila
This following research paper, aimed at comparing and studying James Joyce’s A Portrait of the Artist as a Young Man (1916) and Meena Kandasamy’s When I Hit You: Or, A Portrait of the Writer as a Young Wife (2017), in the light of the “Anxiety of Authorship” theory developed by the two female theorists Sandra. M Gilbert and Susan Gubar in their collection of essays The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination (1979). Our issue aimed at comparing these two novels together, examine how Meena Kandasamy experienced the anxiety of authorship. At the end and by taking into consideration our issue and working hypothesis, and the theory we have relied on, we came to the result that both writers hold a relationship with each other, as their work showcased important similarities despite being different. As Joyce’s novel earned him, the forefront of modernist literature, Kandasamy wanted him to be her literary father, she took him as a predecessor, and thus she experienced the anxiety of authorship
Teacher Training and Teachers’ Challenges Between Theory and Practice in the Light of the Competency-Based Approach in EFL Classes: the Case of High School Teachers in Béjaïa, Boumerdes & Tizi-Ouzou
(Mouloud Mammeri University, 2022) Belhocine Safia
This dissertation aims to shed light upon the issue of pre-service teacher training (TT) in Algeria, more specifically English as a foreign language teacher training (EFL TT) in the light of the Competency-Based Approach (CBA). It documents the alignment between the pre-service theoretical EFL TT and the principles of CBA. It also investigates the challenges teachers face while implementing the Competency- Based Approach in their classrooms. The overall scope is to contribute to the improvement of teacher training in Algeria so that it efficiently prepares teachers for the implementation of CBA.The data collection took the form of questionnaires addressed to graduate EFL teachers, interviews held with in-service TEFL inspectors together with a content analysis of the official documents related to the application of the CBA in the Algerian education system. The findings of this empirical investigation reveal a prevalence of the pre-service TT theoretical curriculum in disfavour of the teaching practice. This state of things prevents the student teachers from practising the CBA principles and justifies many of the challenges in-service teachers face in their classrooms. Henceforth, the alignment of the insufficient pre-service teaching practice in the EFL TT with these challenges is confirmed. These findings indicate the need for enhancing pre-service EFL TT by adjusting it to the CBA principles. This can occur through the Curriculum update as well as with the collaboration of the inspectors of National Education and teachers who are best indicated for providing feedback about the pre-service teacher training weaknesses.
Escapism in Driss Ben Hamed Charhadi’s A Life Full of Holes (1964)
(Mouloud Mammeri University, 2021) Idouar Amine
This dissertation is an attempt to study the theme of ‘escapism’ in Driss Ben Hamed Charhadi’s novel A Life Full of Holes (1964).In order to develop our issue, we have borrowed some concepts from Abraham Maslow theory of Human Needs and John Longeway’s theory The Rationality of Escapism and Self Deception . Our reliance on Maslow theory is due to the fact that his pyramid of need has a direct link escapism in the sense that each unsatisfied need leads the individual into an escapist state. The reference to Longeway theory, however, has allowed us to categorize the forms of escapism in Charhadi’s narrative. Our reading of the novel in the light of the Maslow’s theory has come to the conclusion that most of Charhadi’s characters flee their daily realities due to unfulfilled needs. Our reference to Longeway theory on the other hand has served to conclude that in Charhadi’s novel escapism takes two form: rational and irrational. While the former is associated only with male characters, the second is embodied by both male and female characters.
“Investigating Vocabulary Learning Motivation Through YouTube: The Case of M1 EFL Students at the Department of English in the Mouloud Mammeri University of Tizi Ouzou”
(Mouloud Mammeri University, 2022) Bourai Helene; CHebbah Hamid
The present study is concerned with investigating vocabulary learning motivation through YouTube: the case of M1 EFL students. Through this research, we attempt to highlight the importance of YouTube videos as a useful way for increasing learners’ motivation for positive interaction between students-students and teacher-students’ for a better quality of learning and teaching. This research is centered on two objectives. First, it seeks to raise students’ awareness of how YouTube videos can contribute to improve vocabulary proficiency in and outside the classroom and assist them in their English learning practices. Second, this research attempts to investigate how EFL teachers use YouTube videos to motivate their students to learn vocabulary. To reach these aims, the mixed-methods approach was adopted using both qualitative and quantitative method for collecting and analyzing data. For the collection of data, we opted for the use of two instruments; a questionnaire administrated to 50 M1 students and another questionnaire distributed to 50 teachers of the department of English of MMUTO. The findings of this study have revealed that YouTube videos significantly contribute to the vocabulary development of M1 EFL students. It also showed that teachers are significantly aware and recognize YouTube videos as an effective teaching aid and that YouTube videos significantly contribute to foster M1 EFL students’ motivation.

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