INVESTIGATING EMPLOYABILITY SKILL GAPS AMONG ENGLISH MAJOR STUDENTS IN ALGERIA

As English plays an increasingly important role in today's job market, several studies have shown a direct correlation between English and employability. In Algeria, many Algerians believe that good English skills can help them get better jobs. However, in today's 21st century, as studies have proven, college graduates are more employable if they have skills that meet the demands of the modern workplace. The question that arises from this study is whether Algerian students majoring in English have the skills that will enable them to pursue successful careers. As far as we know, few studies address skill gaps among Algerian major students. Therefore, this study aims to examine the discrepancies between the skills that Algerian English major students are taught in comparison to the set of skills required for employment. To address this, this work applied a quantitative approach using a questionnaire administered to 40 undergraduate students from the Department of English at Ibn Khalodun University in Tiaret, Algeria. Key findings of this research revealed a gap in teamwork and research analysis skills, which are top-notch competencies for employers.

Instructional Strategies to Enhance Learners’ Motivation towards Learning Literature

There is no doubt about the role of literature in motivating learners towards learning foreign languages. Nevertheless, based on several observations and experiences, it is found that the methods of teaching literature at the English Departments in the Algerian Universities and may be elsewhere are not highly motivating, and are not appropriate for students to read and therefore appreciate literature. To bridge the gap, this article attempts to highlight some effective instructional strategies for teaching literature. Key words: literature group discussion, literature circles, feedback and guided lecture, film adaptation

ALGERIAN THIRD YEAR ENGLISH COURSEBOOK SCRUTINY: ‘MY BOOK OF ENGLISH’ AS A SAMPLE

It is widely acknowledged that coursebooks can be a useful source of information and knowledge for both teachers and learners. They are frequently written by subject-matter experts and can provide a logical and exhaustive overview of the target topic. Referring to the 2022-2023 academic year and with respect to the integration of English in Algerian primary school education, it was noticed that the circumstances in which the decision has been taken might need much more time because the interval between the decision of English integration and coursebook design was too short for a well-thought teaching material. Therefore, the major issue that is being questioned is how well ‘My Book of English’ meets the learners’ age, interest, and attractiveness. The issue under investigation seeks to scrutinize the un/suitability of the current English coursebook content and its impact on 3rd-year primary school learners as regards their competency, needs, and preferences. To answer the research questions and dis/confirm its hypotheses, the study relies on a mixed method, ensuring credible and valid data. Consequently, one questionnaire was put online, and addressed to primary school English teachers, and only fifty-four (54) respondents willingly responded.  Besides, the coursebook evaluation grid was filled out by two experts, i.e., primary-school English teachers’ trainers. The results reveal that the coursebook content contains some shortcomings such as poor representation of the language culture, authentic material, grammar logical order, and glossary. In fact, these deficiencies should be palliated for high-quality instruction and successful achievement

Conception d'un système de télépaiement à base de la technologie NFC.

International audienceAutomation is becoming more and more an essential requirement of our modern society. New technologies not only improve productivity, but also the quality of the services offered. As a result of this technological development, our world is becoming more and more wireless, and the field of money transaction automation is not an exception to this rule. Near Field Communication technology is a wireless communication technique, allowing the bidirectional exchange of informations at a very short distance. This technology holds great promise for ensuring optimal wireless communications between the devices of an automatic money transaction.This project consists of designing and implementing an automatic Smartphone telepayment system based on NFC technology. Indeed, this system of management of short distance monetary transactions allows users to pay for their purchases using their mobilephone, users will no longer be required to make cash payments. The prototype of the platform is made with a Rasberry PI3 server hosting the payment application, an EXPLORE-NFC-WW card, an NFC extension card for Raspberry Pi, allowing the user's smartphone to be identified to perform the desired operations. The payment management application is developed with the PYTHON language with a database on MySQL.L'automatisation devient de plus en plus une exigence primordiale de notre société moderne. Les nouvelles technologies permettent non seulement d'améliorer la productivité, mais aussi la qualité des services offerts. Suite à ce développement technologique, notre monde devient de plus en plus sans fil, et le secteur de l'automatisation des transactions monétaires ne fait pas exception à cette règle. La technologie NFC (Near Field Communication) est une technique de communication sans fil, permettant l'échange bidirectionnel des informations à une distance très courte. Cette technologie est très prometteuse pour garantir des communications sans fil optimales entre les périphériques d'une transaction monétaire automatiques.Ce projet consiste à concevoir et implémenter un système automatique de télépaiement par Smartphone à base de la technologie NFC. En effet, ce système de gestion des transactions monétaires courte distance (buvette par exemple), permet aux utilisateurs de payer leurs achats par téléphone portable, les utilisateurs ne seront plus obligés de faire des paiements en espèces. Le prototype de la plateforme est réalisé avec un serveur Rasberry PI3 hébergeant l'application du paiement, une carte EXPLORE-NFC-WW et une carte d'extension NFC pour Raspberry Pi permettant l'identification du Smartphone de l'utilisateur pour effectuer les opérations souhaitées. L'application de gestion des paiements est développée avec le langage PYTHON avec une base de données sur MySQ

An Assessment of Undergraduate EFL Students’ Intercultural Competence at Ibn Khaldoun University of Tiaret

Today’s education places a strong emphasis on helping students become interculturally competent. Given its significance, the current study aims to evaluate the development of intercultural competence of undergraduate EFL students at the Ibn Khaldoun University of Tiaret. Because there are not many studies assessing or how to assess university EFL students’ intercultural competence in Algeria, it is necessary to research how much intercultural competence is incorporated into the current university English education program. Thus, the main question addressed is whether Algerian undergraduate EFL students have intercultural competence. To address this question, 36 third-year English major students at the Ibn Khaldoun University of Tiaret were randomly chosen to participate in the study. The measurement tool was a questionnaire with inquiries regarding the following three intercultural competence dimensions: attitudes, knowledge and skills. The findings of this study showed that although the participants’ intercultural attitudes and knowledge are high, they lack the intercultural skills that are essential for attentive intercultural speakers to interpret and use appropriate expressions associated with the cultural environment. As a result, this study strongly recommends that it is crucial to incorporate all the elements of intercultural competence in the current English curriculum at Algerian universities

Caracterisation de supraconducteurs haute temperature critique par susceptibilite initiale dans la limite des champs magnetiques faibles: relation entre champs critiques dynamiques et homogeneite

SIGLEINIST T 75160 / INIST-CNRS - Institut de l'Information Scientifique et TechniqueFRFranc

Decolonizing the Discourse of Coloniability from the Algerian Intellectual Mind: Coping with Algeria Pre-colonial Past

Les théoriciens post coloniaux (Frantz Fanon, 1952, 1963; Edward Said, 1978; Homi Bhabha, 1994, entre autres) ont observé que malgré le départ cérémoniel des colonisateurs, certains États indépendants adhèrent toujours au discours colonial, qui tendent à les convaincre de sa supériorité sur eux et de leur infériorité en tout, et donc de leur incapacité à gérer leur vie sans leur colonisateur. Comme de nombreux États postcoloniaux, en Algérie, cette forme d’adhésion se manifeste aujourd’hui à travers de nombreux aspects de la vie, dans laquelle le rejet de la langue et de la culture locales comme arriérées, en raison de l’intériorisation de l’idéologie coloniale, et préférer tout ce qui est occidental sont un sujet de ce complexe psychologique. Pour expliquer ce phénomène, des concepts comme le mimétisme, l’imitation et l’altérité popularisés par Frantz Fanon, Homi Bhabha et d’autres sont largement utilisés. Cependant, le point important à discuter ici est que si « la façon dont le colonisateur constitue la connaissance des colonisés » a été qualifiée de « discours colonialiste » parce qu’elle a été réalisée par des « pouvoirs militaires et institutionnels », quel terme approprié peut-on employer pour « l’adoption du discours colonial dans l’identification du soi »?  La réduction du problème à l’imitation ou au mimétisme n’est plus pertinente. Il faut formuler un autre terme. J’utilise le terme « Discours de colonisation » pour parler de l’acceptation et de l’application de l’ancien discours colonial sur l’auto présentation, qui était utile à l’époque du colonialisme et est devenu utile aux puissances impériales d’aujourd’hui. Par conséquent, ce document tente de discuter de la question de la colonisation et des définitions de soi qui sont apparues en Algérie après le départ du colonialisme français. Dans le présent article, nous soutenons que ce discours d’auto déclaration a à voir avec la politique coloniale française en Algérie et avec le manque de connaissances sur la situation le passé culturel et intellectuel colonial qui avait été délibérément détruit et effacé de la mémoire des Algériens après l’arrivée des Français. Pour diagnostiquer la question, cette recherche a utilisé une approche inductive et analytique en s’appuyant sur la collecte de certains documents historiques et philosophiques qui traitent du sujet et les relient au contexte traité. Abstract Post colonial theorists (Frantz Fanon, 1952, 1963; Edward Said, 1978; Homi Bhabha, 1994, among others) observed that despite the ceremonial departure of the colonizers, some independent states still adhere themselves to the colonial discourse, which tend to persuade  them about its superiority over them and their inferiority in everything, and thus their  inability to manage their lives without their colonizer. Like many postcolonial states, in Algeria, this form of adherence can be seen today through many aspects of life, in which dismissing the own local language and culture as backward, due to the internalization of the colonial ideology, and preferring everything that is Western are a subject of this psychological complex. In explaining such phenomenon, concepts like mimicry, imitation, and otherness popularized by Frantz Fanon, Homi Bhabha and others are widely used. However, the important point to be discussed here is that if ‘the way the colonizer constitutes knowledge about the colonized’ has been termed as ‘colonialism discourse' because it was achieved through 'military and institutional powers', what proper term can be used for ‘the adoption of colonial discourse in the identification of the self’?  Reducing the problem to imitation or mimicry has become irrelevant. An alternative term need to be articulated. I use the term “Discourse of Colonisability” to refer to the acceptance and application of the old colonial discourse on the self-presentation, which used to be useful in time of colonialism and has become useful for today's imperial powers. Therefore, this paper attempts to discuss the issue of colonisability and definitions of the self that emerged in Algeria after the departure of the French colonialism. In this paper, we argue that this self-presentation discourse has to do with the French colonial policies in Algeria and has to do with the lack of knowledge about Algeria's pre-colonial cultural and intellectual past that had been deliberately destroyed and wore off from the Algerians' memory after the French arrival. To diagnose the issue, this research used an inductive and analytical approach by relying on collecting some historical and philosophical documents that dealt with subject and related them to the context being treated.

Processor in the loop implementation of artificial neural network controller for BLDC motor speed control

This paper's goal is to use a proportional integral derivative controller and an artificial neural network controller (ANNC) to control the speed of a BLDC motor. The outcomes of the MATLAB/SIMULINK simulation are used as the basis for comparing the two controllers. On the other hand, the ANNC makes the BLDC motor's reaction more consistent and dependable. In other words, it reduces peak time, overshoot, and settle time while speeding up system responses. ANNC is implemented in Processor in the Loop (PIL) experimenting with Arduino Mega. It is based on the generated C-code and executed it in the embedded card. The experiment's outcomes match those of the MATLAB/SIMULINK simulation

Gauging Algerian EFL Teachers' Awareness of the 21st Century Compulsory Skills: Case of EFL Teachers at IbnKhaldoun University of Tiaret

The development of 21st century skills is now widely accepted as a vital competency for graduates to succeed in today's world-society and economy. Employers, students, and teachers' perceptions of the skill gaps have been the focus of some research looking at the relationship between 21st century abilities and student knowledge. There are not many researches on how teachers' awareness affects their students' acquisition of 21st century abilities. The question that arises from this study is if the EFL teachers in Algeria are aware of the 21st-century learning needs that are necessary to implement any educational program. The purpose of this study is therefore to examine the extent of Algerian EFL university professors' awareness of 21st-century abilities. The degree to which they are open to change can be ascertained by looking at their level of self-awareness. At the same time, it will shed light on the apparent disparity in educational attainment between English majors and their peers. There were 13 English language teachers from IbnKhaldoun University of Tiaret who volunteered to be part of the study in order to gather data, and both quantitative and qualitative data were collected using a questionnaire. There was a correlation between teachers' knowledge of 21st century skills and their readiness to use them in their classrooms, according to the findings. In order to fully integrate 21st century skills into the classroom, teachers must overcome certain significant pedagogical issues such as excessive class size, a lack of teacher training, and an absence of accompanying instruments and technology equipment. Researchers drew conclusions and recommendations based on their findings