Browsing by Author "Dakhouche, Fahima"

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    Code-Switching and Code-Switching Among Khenchela University EFL Students: Self-Reported practices, Motivations, and Functions
    (UNIVERSITY OF ABBES LAGHROUR-KHENCHELA, 2026) Azzouz, Abderraouf; Dakhouche, Fahima
    Abstract Code-switching on digital platforms is an increasingly prevalent phenomenon. This research has analyzed a group of Algerian English foreign language learners (EFL) in the university of Khenchela to identify how and why they implemented code-switching on Instagram. Previous studies in this field were conducted with populations that differed from Algerian EFL students in their linguistic repertoire. Meanwhile, research in Algeria had largely examined French-Arabic code-switching or older platforms such as Facebook. This study aimed to address this gap by gathering data regarding which Poplack (1982) code-switching variant is the most frequent among the sample, as well as the linguistic and social functions they fulfilled. The research followed an explanatory sequential mixed-methods approach. Quantitatively, it used a Likert scale questionnaire with a sample of 50 EFL learners. As for the qualitative phase, semi-structured interviews were conducted afterwards with five interviewees in order to offer contextual support to the quantitative data. The findings indicated that the most reported form of code-switching in the sample group was intra-sentential code-switching, with participants selecting positive options (agree and strongly agree). Interview participants (A and B) justified their selection of intra-sentential code-switching by claiming that it was the most appropriate type for text on Instagram. In terms of motivations and functions, the study further found that participants used code-switching to communicate with followers who spoke different languages. The results suggest that the sample use code-switching on Instagram for both linguistic efficiency and social connectivity. Keywords: Code-Switching, Algeria, English, Digital Communication, Social Media, Instagram, EFL learners
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    L2 Investment and Imagined Futures in an Algerian ESP Context: A Mixed-Methods Study of Law and Political Science Students’ at Khenchela University
    (UNIVERSITY OF ABBES LAGHROUR-KHENCHELA, 2026) Boughougal, Maroua; Dakhouche, Fahima
    Abstract The global shift toward English as linguistic capital has driven educational reforms in Algeria, yet existing research remains largely descriptive, neglecting the sociological complexity of language learning. Therefore, this study examines L2 investment and imagined communities among Algerian Law and Political Science students at the University of Khenchela. This study is guided by Norton’s (2001) concept of imagined communities and Darvin and Norton (2015) model of investment. In this study, particular attention is paid to gender as an ideological filter shaping investment trajectories. To maneuver this research, a convergent parallel mixed-methods design was employed, involving data gathered from 142 student questionnaires, and 19 structured interviews (13 students, 6 legal and political experts). Data were triangulated to answer three main research questions effectively. Quantitative data were analyzed through SPSS package, whereas qualitative data were analyzed thematically. Three findings emerged. First, students imagine global careers, but gender filters the path: women face capital policing, and men cite spatial barriers. Second, investment is high (1.6-2.1) but learning occurs informally through movies and apps; a shadow curriculum that supersedes ESP. Third, a mismatch exists: domestic legal practice that does not use English, international sectors treat it as a bonus, and graduates that lack confidence despite skills. In the end, this study revealed misaligned capital in a transitional context. Implications include ESP curriculum reform, integration of digital learning ecologies, and professional pragmatic training. Keywords: L2 investment, imagined communities, ESP, Algerian higher education, gendered capital policing.