مجلات اللغة العربية وآدابها
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Item L’intelligence Artificielle Generative Face Au Plurilinguisme Universitaire: Etude Comparative Entre L’algerie Et Le Cameroun(Revue algérienne des sciences du langage (RADSL), 2026-06-10) Zouitene SofianeCette étude analyse les usages pédagogiques de l’intelligence artificielle générative dans deux contextes universitaires plurilingues africains : l’Algérie et le Cameroun. Elle s’appuie sur les cadres théoriques du plurilinguisme éducatif, du Technology Acceptance Model et des recherches sur l’intégration de l’IA en éducation. Une approche méthodologique mixte a été adoptée auprès de 120 étudiants (60 à l’ENSTI d’Annaba et 60 à l’Université de Ngaoundéré) à l’aide d’un questionnaire semi-structuré. Les résultats montrent que 78 % des étudiants utilisent régulièrement l’IA pour la rédaction, la reformulation et la traduction, avec des usages plus marqués pour la médiation linguistique au Cameroun. L’étude met en évidence le rôle de l’IA comme outil de soutien à l’apprentissage en contexte plurilingue, tout en soulignant les enjeux liés à l’intégrité académique et aux inégalités d’accès aux technologies This study examines the pedagogical uses of generative artificial intelligence in two African multilingual university contexts: Algeria and Cameroon. It draws on theoretical frameworks of educational multilingualism, the Technology Acceptance Model, and research on AI integration in education. A mixed-method approach was conducted with 120 university students (60 at ENSTI Annaba and 60 at the University of Ngaoundéré) using a semistructured questionnaire. Results indicate that 78% of students regularly use generative AI for writing, paraphrasing, and translation, with stronger linguistic mediation uses in the Cameroonian context. The findings highlight the potential of AI as a learning support tool in multilingual environments, while raising concerns about academic integrity and unequal technological accessItem The Global Graduate In Algerian Higher Education: The Role Of English As A Foreign Language Teaching In Promoting Intercultural Global Citizenship(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Lahmar AbdelmalekIntercultural citizenship (ICE) and global citizenship education (GCED) stand today as defining pillars of contemporary educational agendas; through them, learners develop the capacity to navigate cultural diversity while exercising civic responsibility and ethical judgment. To articulate their intersection within the field of language education, and to distinguish this orientation from either framework in isolation, this study advances the construct of Intercultural Global Citizenship Education (IGCED), which integrates the civic orientation of GCED with the intercultural communicative and critically reflective dimensions central to language learning. Yet, within the Algerian higher education landscape, the operationalization of IGCED through English as a Foreign Language (EFL) instruction remains underexplored. Adopting an exploratory, mixed-methods design, the study interrogates the perceptions, attitudes, and pedagogical practices of university EFL instructors regarding IGCED integration. Findings substantiate that while instructors broadly endorse the transformative potential of IGCED, its enactment is constrained by systemic challenges, including rigid curricula, limited institutional resources, and insufficient professional development. Additional barriers emerge in assessment innovation and the pedagogical use of digital technologies, both of which hinder the fuller realization of IGCED objectives. The study argues that meaningful integration of IGCED requires reforms that transcend the individual teacher level, encompassing policy support, curricular renewal, and sustained professional development initiatives. By foregrounding these imperatives, the research contributes to the growing body of scholarship on global citizenship in tertiary education and underscores the need to reposition Algerian universities as incubators of globally competent graduates.Item Master’s Dissertation Writing In The Chatgpt Era: Redesigning Policy And Assessment In Higher Education(Revue algérienne des sciences du langage (RADSL), 2025-12-27) Silhadi LyndaThe integration of generative AI into academic writing has introduced new complexities in supervision, assessment, and the ethical dimensions of research production. This study investigates how EFL Master’s students use generative AI (Gen AI) tools during the dissertation writing process and examines the cognitive and academic consequences of such use. It also explores potential solutions to the challenges posed by Gen AI, drawing on insights from both students and teachers. Data were collected through student and teacher questionnaires and supervision-based reports. The participants included 52 Master’s students who defended their dissertations during the June–July 2025 session, and 15 teachers who supervised and/or examined these dissertations. Findings reveal that Gen AI tools were employed at nearly every stage of the dissertation process, including tasks traditionally expected to be performed by students themselves, such as summarizing literature and discussing findings. This extensive reliance led to cognitive offloading, which negatively impacted students’ intellectual development and critical thinking. Teachers also expressed academic concerns, often disapproving of work they perceived as overly AI-dependent. Students, in turn, acknowledged limitations in using Gen AI, such as AI hallucinations and the loss of personal voice and writing style. The study further highlights the absence of clear guidelines on the ethical use of Gen AI in academic writing and the lack of effective assessment methods for distinguishing between human- and machine-generated content. To address these challenges, the findings call for the inclusion of core principles such as transparency, responsible AI use, and a balance between human effort and machine assistance. In addition, AI-resistant assessment strategies are recommended, including enhanced questioning during oral defenses and greater reliance on supervisors' reports that track students’ progress over time. This study contributes to the evolving discourse on AI in higher education by emphasizing the need for responsible integration and strong, integrity-focused assessment practicesItem Integrating Flipped Learning Pedagogy In Higher Education: Fitting The Needs Of Covid-19 Generation(مخبر اللسانيات التطبيقية وتعليم اللغات, 2021-06-19) Bouguebs, Radiawere introduced. Educational activities were carried out remotely using websites, digital platforms…etc. Though online learning contributed a lot in saving students’ academic outcome; yet, it cannot reduce from the importance of face-to-face classroom instruction. The “Flipped Learning” classroom, another facet of Blended Learning, which makes an efficient use of class time, offers a teaching/learning environment that enhances students’ learning outcomes. Adopting this approach in higher education becomes a suitable alternative both for teachers and students especially with the resumption of face-to-face studies within the new protocol set up for the academic year 2020-2021. This paper attempts to investigate students’ knowledge and awareness about this new pedagogy; mainly that the FL classroom has proved efficient in multiple English as Foreign Language (EFL) settings. To reach the study objective, this descriptive analytical investigation delves into EFL learners’ learning experience within FL model so to facilitating the safe integration of this teaching/learning approach in higher education, and to empower EFL teachers surmount the major teaching/learning challenges to meet COVID-19 generation students’ needs and aspiration.