مجلات اللغة العربية وآدابها
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Item Student Translators And Ai: Practices, Perceptions, And Challenges At The University Of Algiers 2(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Brakni Malik; Khelil LamiaThis article explores how students at the translation institute of the University of Algiers 2 (Algeria) are adopting artificial intelligence (AI) tools. Using a mixed methodology combining quantitative and qualitative data collected from 150 students, the study reveals a variety of attitudes ranging from pragmatic use to ethical resistance. The analysis reveals that AI tools, particularly conversational agents, are not perceived as technical aids, but as devices that structure the learning experience and relationships with effort and educational standards. In a university context marked by tensions between massification, digital inequalities, and demands for innovation, the article argues for the critical and contextualized integration of AI in translation training, revaluing the role of the teacher as a reflective mediator.Item Personnaliser Un Cours, C’est Faire Du Sur-mesure » : Une Auto-ethnographie De L’intégration De Chatgpt Dans La Conception D’activités En Français Langue Seconde Auprès D’une Apprenante Adulte(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Manga à Nyam Onana Karine EstherCet article examine la manière dont j’ai utilisé ChatGPT pour adapter un plan de cours aux besoins d’une apprenante adulte en français langue seconde. Dans un contexte marqué par l’essor des outils d’intelligence artificielle générative, cette étude propose une réflexion située sur mon expérience de conception d’activités pédagogiques avec ChatGPT. En mobilisant une démarche auto-ethnographique, je retrace les raisons qui m’ont conduite à explorer cet outil afin de concevoir des activités en lien avec les intérêts et les besoins d’une apprenante. L’analyse montre que l’utilisation de ChatGPT peut soutenir la motivation et l’engagement de l’apprenante à travers diverses activités de compréhension, de production écrite, de discussions thématiques et de comparaisons culturelles perçues comme pertinentes. Elle met également en évidence les défis liés à l’ajustement des propositions générées par l’intelligence artificielle aux objectifs pédagogiques et au contexte d’apprentissage. Bien que les résultats reposent sur une expérience d’enseignement spécifique et ne visent pas à être généralisés, ils illustrent le rôle central de l’enseignant dans l’analyse, la sélection et la contextualisation des suggestions produites par cet outil. L’article propose ainsi des pistes pour une utilisation critique et réfléchie de ChatGPT dans la conception d’activités pédagogiques destinées aux apprenants adultes This article examines how I used ChatGPT to tailor a lesson plan to the needs of an adult learner of French as a second language. In a context marked by the rise of generative artificial intelligence tools, this study offers a reflection on my experience designing educational activities with ChatGPT. By adopting an autoethnographic approach, I trace the reasons that led me to explore this tool to design activities aligned with the learner’s interests and needs. This autoethnography shows that the use of ChatGPT can support a learner’s motivation and engagement through various comprehension activities, writing tasks, thematic discussions, and cultural comparisons perceived as relevant. It also highlights the challenges involved in adjusting AI-generated suggestions to educational objectives and the learning context. While the results are based on a specific teaching experience and are not intended to be generalized, they illustrate the central role of the teacher in analyzing, selecting, and contextualizing ChatGPT's suggestions. The article thus proposes avenues for the critical and thoughtful use of this tool in the design of educational activities for adult learners.Item Representation Of Arabic Pharyngeal Sounds Among Tamahaq Speakers In Al-hoggar : A Comparative Study Using Chatgpt(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Felli ZinebThis study investigates the role of artificial intelligence (AI), particularly ChatGPT, in the phonetic representation of Arabic guttural consonants produced by Tamahaq-speaking learners of Arabic in Al-Hoggar region. As a pilot exploratory study, it combines contrastive analysis, error analysis, International Phonetic Alphabet (IPA)-based transcription, and acoustic analysis using Praat software to evaluate the relative accuracy of AI-generated phonetic representations. The acoustic analysis focused on formant frequencies (F1/F2), duration measurements, and spectrographic observation. The findings indicate that ChatGPT provides relatively accurate phonetic approximations for several consonants; however, important limitations remain, especially with pharyngeal consonants that are phonetically marked in Arabic. The study concludes that AI can support phonetic analysis and IPA-based transcription, although expert verification remains necessary.Item Assessing Attitudes Of Artificial Intelligence Tools In Academic Research: A Cross-sectional Survey Among Efl Doctorate Students(المجلة الجزائرية لعلوم اللسان - مخبر اللسانيات وعلم الإجتماع اللغوي وتعليمية اللغات - كلية اللغة العربية وأدابها- جامعة الجزائر02- أبو القاسم سعد الله, 2024-12-22) Belkhir, Fatima-zohraThere is no doubt that Artificial Intelligence (AI) has revolutionized various domains including education and research. Yet, attitudes towards the use of AI are controversial. This study aims to investigate the perception of artificial intelligence tools in research among EFL (English as a Foreign Language) doctorate students of the department of English, University of Tlemcen in order to provide valuable information for understanding and addressing the extra challenges students face in doing research nowadays. In so doing, a cross-sectional study was conducted with 15 doctorate students using Google forms questionnaire. The questionnaire consisted of three sections to examine (a) the respondents‟ barriers to research, (b) their positive perception towards research and (c) their negative perception towards research all in the light of the current hands-on of AI tools. The results indicated that almost all informants heard and read about AI while only 20.25% stated that they have good or excellent knowledge about it. Speaking about their general perception, approximately half of the respondents 54% rated the use of AI tools in research as positive and the other half (46%) as negative. It is worth noting as a conclusion that although showing only a mediocre perception and knowledge about artificial intelligence, the majority of students rated AI in research as positive. Following this finding, the study calls for an urgent need to implement institutional rules and measures that would strengthen the development and the growth of scientific production in the university context among novice researchers, doctorate students included.