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The Search For Identity Under Oppression in Ralph Ellison’s Invisible Man (1952) andBen Okri’s The Famished Road (1991)
(Université Mouloud Mammeri Tizi Ouzou, 2025) Oualli Zineb; Oulagha Radia
This dissertation explores how identity forms and resistance emerges in Ralph Ellison’s Invisible Man (1952) and Ben Okri’s The Famished Road (1991) .Using Frantz Fanon’s postcolonial theory to show how race, power, and selfhood intersect in a postcolonial Nigeria and a racially divided America. The study compares how the main characters face systemic exclusion, using storytelling, myths, and symbols to challenge colonial and racial identities. Drawing on Fanon’s ideas about alienation, reclaiming culture, and liberating consciousness, the dissertation looks at both personal and collective ways people respond to oppression. Through close reading and theoretical insight, it reveals how both novels resist dominant power structures and offer new ways to see agency and identity. This work adds to postcolonial and African American literary studies by affirming the power of narrative in reshaping identity amid histories of oppression.
Investigating the role of gamafication in enhancing motivation for foreign language learning among primary students in Tizi-Ouzou
(Universié Mouloud Mammeri Tizi Ouzou, 2025) Taharount Lydia
Beginner pupils of English often face a low motivation, limited participation and anxiety in
the classroom, especially when exposed to traditional teaching methods based on
memorization and repletion. To respond to this issue the present study investigates the
effectiveness of Gamification in improving both motivation and academic achievement in
English among fourth-year primary school learners in Tizi-Ouzou, Algeria.
I to determine whether the use of gamification can improve pupil’s English performance and
to what extent it increases their motivation and engagement during lessons. A mixed method
design was adopted, twenty (20) pupils took part in a quasi-experimental study involving a
pre-test, a gamified learning phase for the experimental group and a post-test. A questionnaire
was also administered to English teachers to support the quantitative data with qualitative
insights. The results showed a noticeable improvement in the experimental group compared to
those taught through traditional instruction. Gamification created a more positive learning
atmosphere, reduced fear of making mistakes and encouraged collaboration and active
participation.
I concludes that educational games can be a valuable tool in teaching English to beginners
pupils, particularly those who struggle with motivation. It recommends that teachers integrate
game-based activities to make learning more meaningful, enjoyable and confidence-building.
Exploring Ethical considerations in Human-Machine interactions in the EFL : The particular challenges faced by M2 students in using chatbots in the department of English at Mouloud Mammeri University
(Université Mouloud Mammeri Tizi Ouzou, 2025) Saidoun Kenza; Sahraoui Fedoua
Algerian EFL learners, like many students around the world, are increasingly interacting with artificial intelligence tools such as chatbots in their academic lives. On this matter, the present study explores the ethical considerations surrounding human–machine interactions in EFL, focusing specifically on the challenges faced by Master 2 students enrolled at the Department of English at Mouloud Mammeri University of Tizi-Ouzou. This research has two main objectives. First, it aims to understand the main ethical concerns students face when using chatbots. Second, it investigates the learners’ moral duty when using chatbots. It explores whether chatbots help students become better learners or if they make them less engaged and less accountable. To reach these aims, the study is founded upon Bloom’s Taxonomy, the ADDIE Model, and Kant’s Ethical Theories, and adopts a mixed-methods approach. An interview and a survey test were used to collect data, which were then analyzed through descriptive statistical analysis and thematic content analysis. The results indicate that whereas several students use chatbots to support their learning such as checking grammar or generating ideas, some express uncertainty about ethical boundaries, including issues of plagiarism and lack of accuracy. Others report a sense of responsibility and actively reflect on how to use these tools in a measured and honest way. Eventually, the study emphasizes the importance of promoting ethical awareness and responsible use of AI tools in EFL learning contexts.
Pepetela’s Mayombe (1980) and Jamal Mahjoub's in the hour of sings (1996) : Intertextual and dialogic connections
(Université Mouloud Mammeri Tizi Ouzou, 2025) Sahraoui Malika
This study has presented a comparative analysis of anti-colonial resistance in Pepetela’s Mayombe (1980) and Jamal Mahjoub’s ln the hour of signs (1996). It has examined how both novels depict colonial oppression, revolution, and the complexities of liberation in Angola and Sudan. To achieve this, we have borrowed our methodology from Julia Kristeva’s theory of intertextuality, especially the notions of “Ambivalence” and “Transposition”, Mikhail Bakhtin’s concepts of “Polyphony” and “Heteroglossia”, and Paulo Freire’s The pedagogy of the oppressed, which focuses on oppression, dehumanization, and the necessity of liberating praxis. In the first chapter, using Kristeva’s notion of “Ambivalence”, we have examined the historical context of the novels, to illustrate how they engage with their different historical backgrounds, indicating the complex connection between fiction and national memory. In the second chapter, we have applied Kristeva’s notion of “Transposition” and Freire’s concept of “Praxis” and “Critical Consciousness” to study thematic parallels between the novels, specifically their portrayal of colonial oppression, and the challenges encountered by revolutionary fighters. In the third chapter, we have analyzed the differences in themes and characterization between the two works, focusing on the ideological foundations that shape each narrative, the nature of leadership, and the constructing motivations for joining the struggle. For this purpose, we applied Bakhtin’s notions of polyphony and heteroglossia alongside Freire’s Theory of Liberation to explore the diversity of voices and conflicting perspectives in the texts. Throughout the course of the analysis, we have concluded that Mayombe and In the hour of signs engage in a sustained intertextual and dialogic relationship with each other and with their historical contexts, providing convergent and divergent critics of colonialism and liberation.
إدارة وتسيير الأملاك الوطنية الخاصة
(جامعة مولود معمري تيزي وزو, 2025-10-15) نزليوي حسينة; علوش ليدية
تكتسب الأملاك الوطنية أهمية كبيرة في النظام الإقتصادي في المجتمعات في شتى المجالات، بحيث يقاس تقدم الدول وازدهارها بالحكم العقلاني والعلمي في تنظيم تسيير أملاكها، تختلف النظرة إلى الأملاك الوطنية بإختلاف أنظمة الدول لما تهدف إليه الدولة الرأسمالية يختلف عما تسعى الدولة الاشتراكية وعليه فالدولة الليبرالية تقسم أملاكها إلى أملاك وطنية عمومية وأملاك وطنية خاصة (تطبق عليها قانون خاص) وتخضعها إلى ازدواجية قانونية (تطبق عليها قانون عام) على عكس الدولة الاشتراكية التي لا تبنى هذا التقسيم، بل تكتفي بتطبيق نظام تشريعي واحد على كل الأملاك الوطنية للدولة دون التمييز.