Département d'Anglais

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The Impact of the COVID-19 Pandemic on Students’ Academic Achievement and Online Courses in the Departmentt of English at MMTO
(Université Mouloud Mammeri Tizi Ouzou, 2023) Chabane Yasmine; Bourai Hanane
The current study aims to investigate the COVID-19 pandemic period's impact on the EFL students' academic achievement at MMUTO. Firstly, it investigates the impact of COVID-19 on students' achievement. Secondly, it seeks to identify the main causes of the students' low or poor academic achievement. Thirdly, it aims to find out the appropriate strategies that educational institutions should use to improve the students' academic achievement, especially in the post-COVID period. In order to carry out our study, we have relied on Abraham Harold Maslow's Pyramid of Needs (1954) as a theory applied to our research work. We have investigated how far it can be applied to the objectives of our research. The method we used is a mixed one: the quantitative research method combined with the quantitative one. The tools used to gather data are: a questionnaire which was submitted to 34 EFL students and an interview conducted with EFL teachers in the Department of English at MMUTO. The findings of this study have revealed that difficulties to have access to internet is one of the causes of students' low academic achievement. In addition, the COVID-19 pandemic period impacted negatively the students' academic achievement. Suggestions and recommendations like working in groups and studying more outside the university were proposed by the participants in order to reduce the negative effects of the COVID-19.
Investigating Creative Thinking in Introduction chapter of undergraduates Student’s Dissertation: The Case of Students at the Department of English at Mouloud Mammeri University of Tizi-Ouzou
(Université Mouloud Mammeri Tizi ouzou, 2025) Belamri Ouiza; Dahmoun Cylia
This research explores how students think creatively when writing the introduction of their Master's dissertations. The main goals were to understand the role of creativity in the early stages of research and to find out which strategies help students come up with original research questions. The study is based on Amabile’s componential theory of creativity (1996), which includes domain-relevant skills, creativity-relevant skills, and task motivation. A mixed methods approaches were used, combining a questionnaire answered by 37 graduated students and interviews conducted with 5 supervisors. The results showed that while students know how to structure an introduction, they do not always apply their background academic knowledge in a creative way. Some students used creative strategies like brainstorming, mind mapping, freewriting, spider diagrams and outlining, which helped them develop more unique ideas. However, many still follow traditional models due to lack of confidence or fear of making mistakes. This study shows that creativity plays a role in academic writing, but students need more support and encouragement.
Philip Roth’s Portnoy’s Complaint (1969) and Mustapha Benfodil’s Archéologie du chaos (amoureux) (2007) : A Psychoanalytical Comparative Study
(Université Mouloud Mammeri Tizi Ouzou, 2022-12-11) Ait Yahia Lydia; Touil Meriem
The following research paper is a psychoanalytical comparative study of Phillip Roth’s Portnoy’s Complaint (1969) and Mustapha Benfodil’s Archéologie du chaos (amoureux) (2007). The study relies on Lacanian psychoanalysis and draws on some of its significant concepts such as the Unconscious and how it is affected by the ‘Other’, ‘Jouissance’ and the ‘Drive’. The current dissertation emphasizes on the psychoanalytical study of some of the main characters’ psychological disorders. To conduct this study, we divided it into two main chapters; in the first chapter, we have analyzed the concept of the ‘Other’ and the process of identity formation for both, Alexander Portnoy and Yacine Naboulci. We have explained how society and its cultural values had a significant influence on the characters’ identity and the behaviors they showed as a response to the oppression they were subjugated to. In the second chapter, we have discussed the notion of sexuality and how Alexander Portnoy and Marwan Kanafani had exploited their sexual desires as a means for rebellion. We analysed the pattern of rebellion both characters have set in order to break free from the constraints that hinder their quest for freedom. The comparative study of the two novels has provided us with a better understanding of the similarities between the two novels, despite their different cultural backgrounds. Both authors illustrate how Jewish and Algerian youth endure intersecting forms of societal repression, which ultimately motivate their attempts at resistance and protest. To sum up, one can say that, to some extent, literature is the outcome of the moral, cultural and political upheavals of the moments of its writing.
A Genre Analysis of Selected Emails Written in English by First-Year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou
(Université Mouloud Mammer Tizi Ouzou, 2024) Zedek Nora; Bourai Zahia
Nowadays, E-mails play a vital role within higher education especially in building and maintaining effective relationships between teachers and students. In this context, e-mails are considered as a genre that students must be familiar with and able to use effectively. The current dissertation is a genre analysis that aims at analysing emails samples of first-year students in the Department of English at MMUTO. The study focuses on three (03) main objectives. The first is to analyse the genre conventions and structural characteristics of each identified genre within the corpus of first-year students’ emails. The second is to determine teachers ‘attitudes towards first-year students’ emails communication. Lastly, the third objective is to provide an appropriate structure of writing an academic email for enhancing first-year students’ capabilities and awareness. To carry out our research study, we relied on John Swales’ CARS Model (1990) with two integrated approaches namely TAM and TPACK Models. These combined approaches provide a comprehensive understanding of how firstyear students adapt to email communication within a university setting by considering genre conventions, linguistic features, and communicative purposes of first-year students in an academic context. To reach the objectives of the research, a mixed-methods approach was used for both data collection and data analysis. Thus, we used the descriptive statistical method in order to quantify the closed-ended items of the students’ questionnaire that consists of seventeenth (17) questions, and the frequency of email genre conventions included in thirty-three (33) emails, a quantitative method was adopted. Additionally, a qualitative content analysis was used for the interpretation of the open-ended question of the questionnaire (01), teachers’ interview conducted with three (03) teachers, and the results of moves and steps included in first-year students’ emails referring to John Swales’ Model (1990). Moreover, the findings of the questionnaire show that first-year students were unfamiliar with the requirements of an academic email, and the results of the interview revealed the positive attitudes and reactions of teachers towards their students by appreciating their efforts as well. As regards the findings of the corpus affirmed that first year students lack knowledge and awareness about the appropriate structure of an academic email.
Evaluating the Digital Literacies Syllabus through EFL Learners’ Needs Analysis: The Case of Second Year Students at the Department of English at MMUTO
(Université Mouloud Mammeri Tizi Ouzou, 2025) Traoré Denis; Mehoub Faredjallah
Like many EFL learners worldwide, Algerian students are increasingly engaging with virtual spaces as part of their educational experience. This study examines the extent to which the Digital Literacies syllabus aligns with the cognitive and academic needs of the EFL students enrolled in the second-year at the Department of English at Mouloud Mammeri University of Tizi-Ouzou. Specifically, the research pursues three main objectives. First, to assess the extent to which the current Digital Literacies syllabus at MMUTO meets the needs of EFL students, particularly in terms of academic research, communication, and critical thinking. Second, to explore EFL students’ perceptions of the relevance of the module’s content and learning outcomes. Lastly, to investigate teachers’ perspectives on the module’s effectiveness in developing students’ digital skills. To achieve these aims, the study draws on Hutchinson and Waters’ needs analysis framework, Cunningsworth’s syllabus evaluation criteria and the New Taxonomy Framework developed by Marzano and Kendall. It adopts a mixed method approach, combining a syllabus analysis (conducted using a structured checklist), student questionnaire, and teacher interviews. Quantitative data were analysed using descriptive statistics, while qualitative data underwent content analysis. Findings reveals that while the syllabus introduces basic digital tools and concepts, it lacks EFL-specific activities, clear assessment strategies, and opportunities for fostering learners’ autonomy. Students reported concerns about the minimal cognitive engagement required and the overly theoretical focus of the module, which they perceived as disconnected from practical academic tasks. Teachers emphasized the need for more interactive resources, practical classroom activities, and greater institutional support.
Exploring the Challenges of Implementing Task-Based Language Teaching in Heterogeneous Classrooms: The Case of BridgeWay World Private Language School in Tizi-Ouzou
(Université Mouloud Mammeri Tizi Ouzou, 2025) Tounsi Sarah Nesrine; Mendjour Sabrina
The present study investigates the challenges teachers encounter when implementing Task-Based Language Teaching (TBLT) in heterogeneous classrooms. It also examines the extent to which EFL teachers adapt TBLT to fit such contexts, focusing on BridgeWay World Private Language School in Tizi-Ouzou. The objectives of this investigation are fourfold. First, it explores teachers' perceptions of implementing TBLT in heterogeneous classrooms. Second, it investigates the extent to which teachers apply TBLT principles. Third, it identifies the challenges they face when using this approach. Fourth, it highlights the strategies teachers adopt to overcome these challenges. This study is guided by Nunan’s (2004) TBLT framework, with emphasis on his seven principles: scaffolding, task dependency, recycling, active learning, integration, reproduction to creation, and reflection. A mixed-methods approach is adopted for this study to collect both qualitative and quantitative data. The study used a sequential strategy involving structured interviews with six randomly selected teachers to collect qualitative data, and non-participant structured classroom observations of six sessions with a conveniently sampled teacher to obtain quantitative data. Qualitative content analysis was applied to analyze the interviews, while descriptive statistics, using the rule of three, quantified observational findings. Results show that EFL teachers in BridgeWay World Private Language school view implementing TBLT in heterogeneous classrooms as challenging but feasible. They partially apply TBLT principles and face difficulties such as age and learning preference differences, learner dependence, low motivation, passive attitudes, and varying comprehension levels. To address these, teachers use strategies like differentiated scaffolding, peer pairing, task sequencing, recycling and review, inclusive tasks for engagement, authentic and relevant tasks to sustain motivation, and promoting learner autonomy via reflection and self-evaluation.
The Effectiveness of Monolingual and Bilingual Dictionaries in Improving EFL Learners’ Vocabulary Comprehension and Retention
(Université Mouloud Mammeri Tizi Ouzou, 2022) Malika Toubal
Dictionaries are considered a practical tool in EFL learning vocabulary. The present study investigates the effectiveness of monolingual and bilingual dictionaries in improving EFL learners’ vocabulary comprehension and retention. The aim is to identify which type of dictionary is more effective in enhancing learners’ vocabulary comprehension and retention. The work relies on Piotrowski’s theoretical framework ‘Monolingual and Bilingual Dictionaries: The Fundamental Difference’ (1989). The research was based on the experimental research method. In collecting data, three-phase studies were followed; the piloting test, the pre-test, and the post-test. The data was gathered from twenty Assilic private school students in the second and sixth levels in Tizi-Ouzou. The Rule of Three and Qualitative Content Analysis (QCA) have been adopted for data analysis. The study results reveal that the monolingual dictionary effectively improves EFL learners’ vocabulary comprehension and retention.
Identity of the African Woman in Ngugi Wathiongo’sThe River Between (1965) and Alice Walker’s Possessing the Secret of Joy (1992).
(Université Mouloud Mammeri Tizi Ouzou, 2023) Timezouert Karima
This present dissertation is a comparative study of two literary works: Ngugi Wa Thiongo’s The River Between (1965) and Alice Walker’s Possessing the Secret of Joy (1992). This study aims to show how the two authors treat the same issue of female circumcision and how it informs the identity of the African women. To achieve our goal, we have relied on Sigmund Freud’s famous work Beyond the Pleasure Principle 1920, where Freud introduced his Trauma theory, suggesting that traumatic experiences could lead to mental distress. He explores the idea of the repetition compulsion, where individuals unconsciously repeat traumatic events. Regarding the id, ego, and superego, these are components of the psychic apparatus. In trauma Freud highlighted conflicts between these elements, influencing psychological responses to distressing events. In the first chapter, we initiate with an analysis of an African writer Ngugi Wa Thiongo in The River Between how circumcision contributes to the identity of an African woman. According to Ngugi the practice is considered as necessary for the preservation of tribal group and it is crucial to the maintenance of cultural identity. Although circumcision harms women physically and psychologically, Ngugi concealed this and tries to present the best image of this ritual. The second chapter studies how Alice Walker’s Possessing the Secret of Joy depicts that circumcision is performed to control women’s sexuality, and considered as a process of violence, inhumanity done to women’s body. She focused on both psychological and physical violence caused by the performance of circumcision of women. In the last chapter, through the analysis of Ngugi Wa Thionogo’s and Alice Walker’s works, our work concludes with the similarities and differences between The two novels “ River Between” and “Possessing The Secret of Joy”, and how the two authors treat the same issue of female circumcision with two different perspectives.
The Concept of ¨Bad Faith¨ in Eugene O’Neill’s Long Day’s Journey Into Night (1956) and Edward Albee’s Who’s Afraid of Virginia Woolf ?(1962)
(Université Mouloud Mammeri Tizi Ouzou, 2024) Talbi Celia
This dissertation investigates the concept of bad faith in Eugene O’Neill’s Long Day’s Journey Into Night and Edward Albee’s Who’s Afraid of Virginia Woolf ? . The objective of this study is to examine bad faith through character’s decisions, language, behaviour and situations. It attempts to discuss the reasons that lead characters to act in bad faith, and the consequences it has on their personality, identity, and belief. This dessertation relies on Jean Paul Sartre’s concept of Bad Faith in Being and Nothingness 1943. Throughout this analysis, we have conculuded that people use bad faith to deny their existential reality, there by denying their freedom and responsability through living in denial or living in the past to forget the moment present. We have analysed through Jean Paul Sartre’s Being and Nothingness 1943, the different ways that lead a person to live inauthentically and the consequences it has in humans lives . This research explores how the characters in both works construct self -deception to avoid confronting their freedom, responsibility and despair. In O’Neill’s Tyrone family, bad faith manifests in addiction, nostalgia and the relentless performance of familial roles. In Albee’s George and Martha, it takes the form of illusion, verbal warfare and the refusal to acknowledge existential emptiness. By tracing these mechanisms of denial and disavowal, the dessertation reflects on the author’s own encounters with self-deception and the challenge of living authentically. By combining literary analysis with personal reflection, this work explores how people either avoid or confront the painful reality of freedom in a world lacking inherent meaning.
Exploring Power Dynamics in Robert Byron’s The Road To Oxiana (1937) and Jamaica Kincaid’s A Small Place (1988) Travel Writing: a Comparative Study
(Université Mouloud Mammeri Tizi Ouzou, 2024) Stiti Katia; Hammadi Aldjia
This dissertation is a comparative study between Robert Byron‟s The Road To Oxiana (1937) and Jamaica Kincaid‟s A Small Place (1988). The objective of the research is to delve into the exploration of power dynamics in travel writing. The subsequent chapters of our discussion have relied on Edward Said‟s theory, mainly the concepts of „Othering‟ and „Representation‟ from his book Orientalism (1979). The basic findings of our investigation reveal in the first chapter the various negative impacts of colonialism observed by the authors of both novels. In the second chapter, we have tried to examine the way both Byron and Kincaid challenge the Western perspectives in the way they depict non-European cultures, people and their towns. Consequently, our comprehensive analysis of the chosen novels has led us to a discerning conclusion which is that Byron and Kincaid share common perspectives towards power dynamics.
Post Colonial Disillusionment: A Comparative Study of Salmane Rushdie’s Shame (1983) and Rachid Mimouni’s “ Le FleuveDétourné” (1982).
(Université Mouloud Mammeri Tizi Ouzou, 2025-07-07) Sadmi Dehbia
This dissertation explores the postcolonial condition through a comparative study of Salmane Rushdie’s Shame (1983) and Rachid Mimouni Le Fleuve Détourné (1982). It argues that both novels examine the disillusionment that follows political independence, revealing how postcolonial elites reproduce the oppressive structures of colonial power. Using Frantz Fanon’s The Wretched of the Earth as a main theoretical framework, along with elements of New Historicism and Marxist theory, the study analyzes how each author represents political violence, identity crises, and resistance through distinct narrative techniques. Rushdie’s use of magical realism and satire is contrasted with Mimouni testimonial ethics and symbolic realism. The findings show that while the two writers adopt different styles, both portray fragmented societies marked by betrayal and ideological manipulation. Their narratives serve as acts of resistance, offering alternative truths against official histories. In conclusion, Shame and Le Fleuve Détourné demonstrate the power of literature to critique failed postcolonial promises and give voice to silenced experiences.
A Comparative Study of Rudyard Kipling’s Kim (1994) and Yasmina Khadra’s Ce Que Le Jour Doit à La Nuit (2009)
(Université Mouloud Mammeri tizi Ouzou, 2025) Ouyahia Lisa
The present work is a comparative study of Rudyard Kipling’s Kim (1994) and Yasmina Khadra’s Ce que le jour doit à la nuit (2009). Its main focus is made on the differences as well as similarities between the two aforementioned novels. To reach our objectives, we have made use of some key theoretical concepts borrowed from postcolonial theories put forward by Frantz Fanon in his The wretched of the earth (1963), Black skin, white masks (1986), Edward Said’s Orientalism (2003), and W.E.B Du Bois’s The soul of black folk (2003). As a whole, the dissertation is divided into two main chapters. While the first chapters is devoted to examining the issue of “knowledge and power” as the ultimate weapons of the West, the second chapter is delving on studying “identity” “crisis”, “alienation” and “privilege”. After a detailed discussion, we have come to several findings as the fact that both works highlight on the importance of identity crisis resulting from the two respective colonial systems, namely the British colonialism in the case of Kipling’s Kim and the French colonialism in Khadra’s Ce que le jour doit à la nuit, or the authors’ tendencies to use postcolonial strategies in order to reveal that knowledge and power operate over the colonial and postcolonial subjects. Finally, we may say that the two works contain some similarities at the level of themes and characters’ development, yet, it remains that both authors are highly marked by their divergent attitudes and opinions towards colonial rules and postcolonial issues.
The Impact of Slogans and Graffiti on Public Opinion: Exploring EFL Students’ Perception of Global Climate Change through Multimodal Discourse Analysis
(Université Mouloud Mammeri Tizi Ouzou, 2024-07-04) Ouramdane Katia; Oukal Kouceila
Given the complex and global environmental concerns faced by humanity today, slogans and graffiti serve as impactful multimodal platforms through which such matters can be highlighted, including climate change issue. Accordingly, the present study aimed to explore how EFL students at MMUTO perceive these forms and how they can influence their attitudes at the three levels, involving cognitive, affective, and behavioral stage. In order to meet the objectives of the present study, our research relied on Petty and Cacioppo’s Elaboration Likelihood Model (1986), which investigated the way third-year, master one and two students engage with climate change slogans and graffiti. The methodology employed in this research is mixed method approach, combining qualitative and quantitative methods. The corpus under investigation, comprising five slogans and five graffiti, was collected from online websites and questionnaires were administered to students of the three levels at the Department of English at MMUTO. The results are analyzed using Multimodal Discourse Analysis with more focus on Halliday’s Systemic Functional Grammar for slogans analysis, Kress and Leeuwen’s framework of Visual Grammar for graffiti analysis, as well as Qualitative Content Analysis (QCA) for questionnaire data analysis. The findings revealed that slogans and graffiti influenced the cognitive perception of students by raising their concern and awareness regarding global climate change. Additionally, these multimodal media evoked a range of feelings among EFL students, such as responsibility and sadness regarding the actual situation of the planet. However, at the behavioral level, not all students are engaged in action when encountering these multimodal forms of communication.
Desire and Repression in Tennessee Williams’ The Glass Menagerie (1944) and Milan Kundera’s Life is Elsewhere (1973)
(Université Mouloud Mammeri Tizi Ouzou, 2025-07-02) Ouazzi Chanez; Moula Dila
This dissertation explores the psychological dimensions of Tennessee Williams’ play The Glass Menagerie (1944) and Milan Kundera’s novel Life is Elsewhere (1973), Our purpose in this piece of research is to explore the complex representation of desire and repression and their constraints in both works and the ways into which they shape and limit the lives of the characters of each work. By analysing the protagonists in behavioral pattern and identities, this analysis reveals that repressed desires influence people’s lives and lead them to make choices that transform their sense of self. Based on psychoanalyst Sigmund Freud’s theory on the ‘Desire’ and ‘Repression’ as a model, this research contributes to a deeper understanding of Williams’ and Kundera’s representation of fundemental psychological conflicts in their literary works. The first chapter highlights the Freudian concept of desire in the context of human need focusing on identity and personal freedom in both works, while the second chapter examines some symbols of repression caused by external forces and societal expectations imposed on individuals.
Teachers‟ Views toward the Implementation of Behavior Modification Techniques to Manage their Learners‟ Misbehavior in the Classroom: The Case of two (02) Private Schools: Modern Language School and Ecole des Arts et Metier in Tizi-Ouzou
(Université Mouloud Mammeri Tizi Ouzou, 2021) Nait Ali Ouiza; Sak Nesrine
This dissertation aims at investigating whether English teachers in Modern Language School (MLS) and Ecole des Arts et Métiers (ECAM) private schools in Tizi-Ouzou (Algeria) use Behavior Modification Techniques to restrict learners‟ disruptive behavior in order to provide an appropriate classroom environment. The study also sought to identify the different types of behavior modification techniques that English teachers use, as well as the extent to which these techniques are effective for classroom management. This study has been conducted on the basis of the approach of behavior modification set by Taylors‟ and Mackenneys‟ book entitled Improving Human Learning in the Classroom (2008). To carry out this study, we opted for the use of Mixed Methods Research, combining the quantitative and qualitative methods. Indeed, the research tools used are a questionnaire, distributed to fifteen(15) teachers of English in ECAM private school and fifteen (15) teachers in MLS private school and a structured interview conducted with five (5) teachers of the same category. The outcomes were analyzed using Statistical Analysis and Qualitative Content Analysis. The findings of the study confirmed the first and the second hypotheses that English teachers do use different behavior modification techniques to modify learners‟ disruptive behavior in order to establish appropriate classroom environment. Another conclusion emerged in the presented study is that according to the teachers‟ answers, the use of behavior modification techniques is effective for classroom management.
Discipline and power in Ishiguro’s Never Let Me Go(2005) and Ngugi's Wizard of the Crow(2006)
(Université Mouloud Mammeri Tizi Oouzou, 2025) Mokeddem Massyl; Mezaoui Ali
This research paper explores the dynamics of hegemony and resistance to panoptic power in British Nonel Prize novelist Kazuo Ishiguro’s Never Let Me Go (2005) and Kenyan novelist Ngugi wa Thiong’o’s Wizard of the Crow (2006), employing Antonio Gramsci’s theory of cultural hegemony alongside Michel Foucault’s concept of ‘Panopticism’. The first chapter explores the issue of Hegemony in both works. In the second chapter, we investigated the ways into which hegemonic powers are put into practice and becomes panoptic power through the disciplinary practices of ‘the Gaze’ and ‘Surveillance’ and the third chapter focus on resistance to panoptic power in both works . The chapters reach the result that both Ishiguro’s Never Let Me Go and Ngugi ’s Wizard of the Crow depict societies under pervasive surveillance and ideological domination, where power operates not only through overt coercion but through the internalization of control and consent. The third chapter explores resistance in both Ishiguro’s Never Let Me Go (2005) and Ngugi’s Wizard of the Crow (2006). It reaches the result that societies caught in the trap of hegemony and panoptic power resit it either passively like in Never Let Me Go or overtly like in Wizard of the Crow.
A Mythopoetic Reading of Khalil Gibran’s The Broken Wings (1912) and The Prophet (1923)
(Université Mouloud Mammeri Tizi Ouzou, 2023) Mezani Fatma
This research investigates the characters and recurring themes in Kahlil Gibran's novellas Broken Wings (1912) and The Prophet (1913), employing Jungian psychoanalytic theory as a primary framework. Drawing on Carl Jung’s foundational texts, such as The Archetypes and the Collective Unconscious, as well as insights from scholars like Emma Jung, the study examines the archetypes of the anima and animus. Central to this analysis is the dynamic interplay between Eros and Logos—key Jungian concepts—that demonstrate how Gibran and some of his protagonists transcend conventional gender roles by integrating both feminine and masculine qualities in the individuation process. The research contrasts the emotionally charged portrayal of the anima in Broken Wings with the more rational exploration of the animus in The Prophet, revealing the psychological dualities inherent in Gibran’s work. By bridging the fields of literature and psychology, this study not only illuminates Gibran’s creative and psychological processes but also reveals how his story characters embody a harmonious balance between mythic sensitivity and rational sensibility. The analysis highlights how Gibran's characters represent essential forces for achieving personal balance beyond societal and gender norms. In Broken Wings, Selma’s resistance to her arranged marriage sparks her self-discovery, exposing the tension between societal constraints and personal desires. Meanwhile, Almustafa in The Prophet embodies wisdom and advocates for inner freedom, resonating with Jung's concept of individuation. Both works portray love as a transformative path to self-realisation while critiquing cultural limitations on freedom. This study affirms Gibran's enduring relevance in exploring the human condition and deepening connections with the self and the divine.
Native and Black Americans’ Resistance for Human Right in Setting Bull His Life and Legacy (2009) By Ernie la Pointe and Martin Luther King the Inconvenient Hero (1996) By Vincent Harding.
(Université Mouloud Mammeri Tuzi Ouzou, 2024) Metrouh Imene; Ait abdellah Rosa
This dissertation presents a postcolonial comparative study of Native American and Black American resistance for human rights, as portrayed in Ernie LaPointe’s Sitting Bull: His Life and Legacy (2009)and Vincent Harding’s Martin Luther King: The Inconvenient Hero (1996). These biographies explore the lives of Sitting Bull and Martin Luther King Jr., two influential figures who led powerful movements against white supremacy, each through distinct strategies. The analysis draws on Frantz Fanon’s theory of revolutionary resistance (The Wretched of the Earth, 1961) and Edward Said’s theory of intellectual resistance (Orientalism, 1978; Culture and Imperialism, 1993) to better understand these struggles. Using a comparative thematic and analytic approach, the study examines how Native Americans in the 19th century, under Sitting Bull’s leadership, resorted to violent resistance to protect their sovereignty, land, and cultural identity. In contrast, Black Americans in the 20th century, guided by Martin Luther King Jr., adopted nonviolent resistance to demand civil rights and achieve integration. Although their methods are opposed, both movements were rooted in a shared pursuit of justice, freedom, and human dignity. Sitting Bull’s defiance reflects Fanon’s vision of reclaiming identity through force, while King’s peaceful struggle aligns with Said’s intellectual and moral opposition to oppression. While Native Americans fought for autonomy, Black Americans succeeded in gaining legal equality and greater inclusion in American society. Together, their efforts marked crucial chapters in the ongoing fight for human rights in the United States.
Tragedy of Leadership: A Comparative Study between Eugene O’Neill’s “The Emperor Jones” (1921) and Yasmina Khadra’s “La dernière nuit du Rais” (2015).
(Université Mouloud Mammeri Tizi Ouzou, 2025) Medjdoub Amina
The present paper carries out a comparative study between American literature and African literature during the post-colonial era. I opt for E. O‟Neill‟s “The Emperor Jones” (1921) and Y. Khadra‟s “La dernière nuit du Rais” (2015) to explore the implication of the issue of “modern tragedy” in the protagonists “Jones” and “Gaddafi”. I endeavour to underscore aspects of the “Dionysian” character and culture as they are introduced by the German philosopher F. Nietzsche in his theory “The Birth of Tragedy” (2006). The study is conducted respecting Aristotle‟s structure of “tragedy” introduced in his book “Poetics” (1956). My raised assumptions are delimited to showing “In which context the protagonists can be handled as Nietzsche‟s modern tragic heroes of political treachery?” What can their replication of the European system of repression, as well as the uprising of the citizens reveal about the collapse of their constructed democracies? The outcome of the analysis is three main chapters that constitute the discussion chapter of this research activity. The first and second chapters introduce the disparity between the leaders‟ greed for authority, and the natives‟ rise of consciousness to fight the practised injustices. The last chapter deals with the regression and tragic fate of the tyrants. The aftermath is that both literary masterpieces answer to Nietzsche‟s and Aristotle‟s components of tragedy at the level of form and content. The suggested solution is avoiding revolution to fight the oppressive regime engendered by modern dictators, unless in case of necessity. The main way to answer back is through a literature that speaks its own time and space.
Enhancing EFL Learners’ Achievements through Re-teaching and Re-testing Strategies: An Analysis of the teachers’ Practices and Learners’ Views. The Case of Some Selected Middle Schools in Tizi-Ouzou.
(Université Mouloud Mammeri Tizi Ouzou, 2024) Makhlouf Fatima; Loutis Farida
The present research aims to investigate the role of re-teaching and re-testing in enhancing EFL pupils‟ achievement in both “Si Abd Allah” and “Khames Ali” middle schools of Tizi- Ouzou. This dissertation is mainly concerned with the pupils across the fourth-year level of study with their EFL teachers. The objectives of this study are to investigate the re-teaching and re-testing activities teachers use in English classes to develop EFL pupils‟ skills. It also strives to explore EFL pupils' attitudes towards re-teaching and re-testing stressing the extent to which they believe these activities improve their English skills. In order to meet the objectives of this study, „Mastery Learning Theory‟ proposed by S. Benjamin Bloom (1971) is applied. A mixed-methods approach is adopted in this research as the main methodology for both data collection and data analysis. To collect the data. Seventy-seven questionnaires were administered to the pupils and six classroom observations were conducted with their teachers. The findings indicate that teachers in both schools implement effective re-teaching and re-testing activities in English classes including small group sessions, audio visual aids, academic games, individual tutoring, textbooks, with homework and extracurricular activities to develop their pupils‟ English skills. In addition, the results, show that EFL pupils perceive re-teaching and re-testing as highly effective strategies that have helped them to improve their achievements and competences. Finally, it can be concluded that incorporating re-teaching and re-testing strategies contribute to the enhancement of EFL pupils‟ achievements and mastery as well.

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