The integration of artificial intelligence (AI) for learning personalization has emerged as an approach to address diverse learner needs. This quantitative correlational study examined the relationship between the perceived value of AI-assisted differentiated instruction and task motivation (intrinsic and extrinsic) among first-year English as a Foreign Language (EFL) students at Batna-2 University. A convenience sample of 120 students participated in the study, completing a questionnaire measuring perceived value of AI-assisted differentiated instruction and task motivation in EFL writing. Descriptive statistics revealed moderate levels of perceived value and task motivation. Pearson correlation analysis indicated a significant positive correlation between perceived value of AI-assisted differentiated instruction and overall task motivation. Additionally, separate analyses showed stronger correlations with intrinsic motivation than extrinsic motivation. These findings suggest that students who perceive greater value in AI-assisted differentiated instruction demonstrate higher levels of motivation in EFL writing tasks.
This study aims to investigate and analyze the perceptions and the attitudes of English as a Medium of Instruction (EMI) teachers regarding the integration of AI technologies. In the context of language teaching, AI has gained increased attention among researchers; yet, the perspectives of teachers, who play an indispensable role in implementing and utilizing such technologies, remain underexplored. As such, the research aims to understand how these innovative tools are perceived and whether they help bridge existing language gaps or, conversely, deepen them in EMI settings. To this end, using the Technology Acceptance Model (TAM) and a structured Likert‑scale questionnaire administered to 31 EMI teachers at M'sila University, this paper seeks to investigate EMI teachers’ acceptance of these AI tools, their perceived usefulness and ease of use, and the skills required for effective integration. Results indicate strong perceived usefulness (PU) and a highly favorable attitude toward use (ATT; M = 4.62, SD = 0.61), whereas perceived ease of use (PEU) is comparatively moderate. Despite positive PU and ATT, results further show that actual use (AU) remains modest (M = 2.20, SD = 1.12), suggesting a gap between favorable perceptions and pedagogical adoption. The findings corroborate prior studies reporting a gap between favorable perceptions and sustained classroom implementation, and offer insights into the growing literature on the conditions required to translate positive attitudes toward AI into actual use in EMI classrooms.
Language plays a great role in how people perceive the world. It is first of all a means of forming ideas that manifest themselves in speech. Words used in a language have an immeasurable power. They have the power to inspire, motivate or persuade people on one hand and evoke emotions and shape opinions on the other. They give out energy as well as convey certain message that can have a peculiar effect on a person. So, words can affect humans in various ways. Thus, the use of power words is not stable and it can change from person to person, from culture to culture, from age to age. The aim of this article is to demonstrate that the use of power words can serve as a means of both constructing and deconstructing a speech. Studying English power words is essential in various fields, including psychology, linguistics, communication, rhetoric, etc. To achieve this aim rhetorical questions, political discourse and emotional words have been analyzed.
This study investigates how cultural capital and study habits influence fifth-year primary school pupils’ performance in English as a Foreign Language (EFL) in El-Kantara, Algeria. Drawing on Bourdieu’s theory of cultural capital, we employed an explanatory mixed-methods design combining structural equation modeling (SEM) of survey data (n = 532) with thematic analysis of teacher interviews. Results indicate that objectified cultural capital (books, digital tools, learning spaces) exerts the strongest direct effect on EFL outcomes, while institutionalized (parental education, occupational status) and embodied capital (language routines, parental involvement) also make significant contributions, primarily through their influence on study habits. Study habits emerged as a powerful mediator, linking family resources to classroom achievement. Qualitative findings illuminated these dynamics by revealing how access to resources fosters engagement, how family discipline shapes preparedness, and how French English hierarchies affect motivation. Together, the results demonstrate that EFL achievement cannot be understood solely through individual effort or pedagogical factors, but rather through the unequal distribution of cultural resources in early schooling. We believe that this study can contribute to debates on cultural capital by extending its application to a multilingual North African context, while offering implications for policy aimed at reducing educational inequalities.
The study investigates the syntactic structures and stylistic features of English proverbs with a focus on their structural peculiarities and rhetorical functions. Proverbs, as a form of folkloric expression, incorporate collective wisdom and cultural values in concise linguistic forms. Despite their widespread use proverbs remain difficult to define precisely due to their multifunctional nature and structural diversity. From a linguistic perspective, a proverb constitutes a coherent unit at the phonological, syntactic, and semantic levels. The aim of the present research is to examine how syntactic patterns, as repetition, parallel construction, ellipsis, and non-canonical word order contribute to the stylistic identity and memorability of proverbs. Special attention is given to how these features function not only to increase aesthetic effect but also to reinforce meaning, making proverbs both structurally marked and pragmatically effective. Through syntactic analysis the paper highlights the intricate connection and interplay between form and function in proverbial expressions.
