Vol. 21 No. 2(32) (2025)

View Vol. 21 No. 2(32) (2025)
DOI: https://doi.org/10.46991/AFA/2025.21.2
Published: 2025-12-08

Front Matter

Linguistics

  • Linguistics

    A PRELIMINARY NOTE ON THE EXPRESSIVE USES OF AFFIRMATIVE AND NEGATIVE PARTICLES IN ITALIAN AND ENGLISH

    Alessandra Giorgi
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    Abstract

    This work examines the properties of affirmative and negative particles, such as yes and no, when used to express emotions like regret, surprise, disapproval, and others. In the cases discussed here, yes and no do not negate or affirm the truth of the previous statement but instead convey the speaker's emotional response to a certain content. They therefore belong to the category of expressive language, which transmits emotional meanings. This article compares Italian and English and argues that both languages in these cases use similar structures to express the speaker’s reactions, with specific intonation and gestures enhancing their expressive effect. This discussion will also demonstrate that pragmatic considerations can be integrated into a model of language to generate relevant expressive interpretations, framing language as a multimodal system.

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Methodology

  • Methodology

    THE IMPACT OF THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) ON ACADEMIC READING SKILLS: THE CASE OF FIRST-YEAR EFL STUDENTS AT BATNA 2 UNIVERSITY

    Oussama Ahmed Gaid; Tahar Golea
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    Abstract

     This present study investigated the impact of the Cognitive Academic Language Learning Approach (CALLA) on academic reading skills among first-year English as a Foreign Language (EFL) students at Batna 2 University. Over a 15-week intervention period during the 2024-2025 academic year, the study used a quasi-experimental design with two student groups (n = 50) and control (n = 50) groups. Results suggested statistically significant improvements in reading comprehension (p < .001, Cohen's d = 1.82), vocabulary acquisition, as well as metacognitive strategy use among the experimental group. The experimental group showed notable gains from a pre-test mean of 12.4 to a post-test mean of 19.8, whereas the control group showed minimal gains (12.6 to 13.1). A strong positive relationship was revealed, by means of correlation analysis, between metacognitive strategy use and reading performance (r = .72, p < .001). Findings substantiate the efficacy of the CALLA model in enhancing EFL reading skills and advocate for its integration into EFL curricula to foster meaningful comprehension and metacognitive awareness. Study results match prior research on strategy-based instruction and seek to offer insights into the growing body of literature on the role of explicit strategy instruction in academic language learning contexts.

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    Chongsomboon, R., & Chinwonno, A. (2024). Learning-oriented reading assessment: A design for EFL students. International Journal of Instruction, 17(3), 31-50. https://doi.org/10.29333/iji.2024.1731a

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  • Methodology

    BRIDGING THE DIGITAL GAP: TECHNOLOGY FAMILIARITY AS A PREDICTOR OF MOODLE USABILITY FOR EFL STUDENTS IN ALGERIA

    Bouchra Si-Mohammed , Amel Bahloul
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    Abstract

    This comprehensive mixed-methods study investigates the role of technology familiarity in shaping the perceived ease of use of the Moodle platform among 91 first-year English as a Foreign Language (EFL) students and five instructors at the University of Batna-2, Algeria, during the 2023–2024 academic year. Quantitative surveys measured technology confidence, Moodle usability, and interaction behaviors, while qualitative responses provided contextual richness. Results revealed a moderate positive correlation between technology confidence and ease of use (r = .41, p < .001), with technology confidence explaining 16% of usability variance beyond demographic factors. Despite widespread smartphone ownership (97.8%), limited prior LMS experience (18.7%) and inconsistent internet access posed significant barriers. Students valued Moodle’s interactivity for the Civilization of the Target Language (CTL) course but found its text-heavy content unengaging. Instructors reported mixed perceptions, highlighting training deficits. Qualitative themes included accessibility benefits, engagement challenges, navigation difficulties, infrastructure barriers, training needs, and socio-cultural influences. Findings suggest that targeted interventions to enhance technology familiarity could optimize Moodle adoption in Algerian higher education, offering implications for e-learning equity in developing contexts globally.

    References

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  • Methodology

    DETERMINANTS OF TECHNOLOGY-ASSISTED LEARNING METHODS IN HIGHER EDUCATION ESTABLISHMENTS

    Anyinyo Norman Oyuga
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    Abstract

    The motivation behind this study is the emergence of technological tools that are rapidly transforming teaching and learning from passive knowledge acquisition confined to physical classrooms to active knowledge construction in the increasing virtual spaces. Despite the need to accelerate the digitization of learning, some institutions have demonstrated low uptake of technologically-assisted learning due to various factors, hence prompting a review study on the determinants of Technology-Assisted Learning Methods (TALM). For understanding, a qualitative research methodology has been employed involving the study of previously published research retrieved from Google Scholar, ERIC, and ScienceDirect databases and findings analyzed qualitatively alongside an in-depth exploration of the Unified Theory of Acceptance and Use of Technology (UTAUT). The findings reveal a positive influence of facilitating conditions, hedonic motivation, social influence, habit, performance expectancy and effort expectancy on behavior intention to adopt technology. Similarly, course assessment, course design and instructor characteristics have a strong relationship with actual use. The findings of this study will inform educators, university management boards and policy makers on the considerations before integrating technology types in learning programs. This work suggests further investigation of the determinants based on a country’s level of development.

    References

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    Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating the influence of the most commonly used external variables of TAM on students’ perceived ease of use (PEOU) and perceived usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75-90. https://doi.org/10.1016/j.chb.2016.05.014

    Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education, 127, 1-12. https://doi.org/10.1016/j.compedu.2018.08.007

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    Almaiah, M. A., & Alyoussef, I. Y. (2019). Analysis of the effect of course design, course content support, course assessment and instructor characteristics on the actual use of e-learning system. IEEE Access, 7, 171907-171922. https://doi.org/10.1109/ACCESS.2019.2956349

    Al-Mamary, Y. H. S. (2022a). Why do students adopt and use learning management systems? Insights from Saudi Arabia. International Journal of Information Management Data Insights, 2(2), 1-9. https://doi.org/¬10.1016/-j.jjimei¬.2022.100088

    Al-Mamary, Y. H. S. (2022b). Understanding the use of learning management systems by undergraduate university students using the UTAUT model: Credible evidence from Saudi Arabia. International Journal of Information Management Data Insights, 2(2), 1-11. https://doi.org/10.1016/¬j.jjimei.¬2022.-100092

    Bansal, R., Jain, R., & Seth, N. (2022). Digitalization in education: Application of UTAUT to use learning management system. Journal of Content, Community and Communication, 15(8), 260-275. https://doi.org/10.31620/JCCC.06.22/17

    Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128-143. https://doi.org/10.1016/j.compedu.2017.04.010

    Chu, T. H., & Chen, Y. Y. (2016). With good we become good: Understanding e-learning adoption by theory of planned behavior and group influences. Computers & Education, 92, 37-52. https://doi.org/10.1016/j.compedu.¬2015.-09.013

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    Haron, H., Hussin, S., Yusof, A. R. M., Samad, H., & Yusof, H. (2021). Implementation of the UTAUT model to understand the technology adoption of MOOC at public universities. IOP Conference Series: Materials Science and Engineering, 1062(1), Article 012025. https://doi.org/10.1088/1757-899X/¬1062/1/012025

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    Lai, Y., Saab, N., & Admiraal, W. (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, Article 104413. https://doi.org/10.1016/j.compedu.2021.104413

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Culture Studies

  • Culture Studies

    NETWORKED VOICES, DIGITAL SOLIDARITY: FEMINIST RESISTANCE AND MEDIA MOBILIZATION IN CONTEMPORARY ALGERIA

    Amina Bouaziz, Ahlem Hamzaoui
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    Abstract

    This study looks at how feminist activism in contemporary Algeria has been transformed by digital and independent audio media, such as podcasts and radio.  Feminists have used these platforms to document their fight for gender justice, build solidarity across various societal segments, and get around state-controlled narratives while operating under a repressive government and patriarchal laws like the 1984 Family Code.  According to the study, these media create a decentralized feminist network that cuts across regional, linguistic, and class barriers in Algeria.  It examines important activists and media initiatives while recognizing persistent issues like societal norms, the digital divide, and state surveillance.  The study illustrates how the media has significantly raised Algerian women's visibility and power through qualitative analysis and case studies from the Hirak protests (2019–2025).  The study's final conclusion is that media are essential venues for activism and active participants in determining the future of women's rights and democracy in Algeria, rather than just being tools for communication.

    References

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    Albrecht, H., & Schlumberger, O. (2015). Conclusion: How to understand the persistence of authoritarian rule: The Middle East and beyond. In H. Albrecht, T. Demmelhuber, & M. W. S. Kawakibi (Eds.), Authoritarian gravity centers: A cross-regional study of authoritarian promotion and diffusion (pp. 239–256). Routledge.

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    Algeria: Political will to silence independent media. (2023). Women Journalists Without Chains. Retieved from https://wjwc.org/solidarity-statement-en/-algeria-political-will-to-silence-independent-media

    Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.

    Chaif, R., & Etheridge, C. (2025). Misogyny was in the atmosphere: Feminist perspectives on social media use in the 2019 Algerian pro-democratic demonstrations. Social Media + Society, 11(1), 1-11. https://doi.org/10.1177/ 20563051251315251

    Clark, J. A. (2018). Islam, charity, and activism: Middle-class networks and social welfare in Egypt, Jordan, and Yemen. Indiana University Press.

    Clark, R. (2016). Hope in a hashtag: The discursive activism of #WhyIStayed. Feminist Media Studies, 16(5), 788-804. ¬https://doi.org/10.1080/¬14680¬777.-2016.¬1138235

    Doyle, N. (2018). Algerian women’s struggle for empowerment: The role of the Hirak movement. Journal of North African Studies, 23(4), 543-562. https://doi.org/10.1080/13629387.2018.1476900

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    Jackson, S. J. (2018). Young feminists, feminism and digital media. Feminism & Psychology, 28(1), 1-18.

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    Keller, A., & Schmidt, T. (2020). Digital counter-publics: Women’s voices and democratic contestation in the Global South. In C. H. M. van der Zwaan & P. M. de Koning (Eds.), Digital Media and Democracy (pp. 145–162). Routledge.

    Lassel, D. (2020). Hirak 2019: A New Year of Struggle for Algerian Feminists. Al-Raida, 44(1), 38-48.

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Literature Studies

  • Literature Studies

    JAMES JOYCE’S THE DEAD: FROM ANASTOMOSIS TO EPIPHANY

    Narjess Jafari Langroudi
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    Abstract

    Obsession with the past is one of the dominant features of James Joyce who is known to have a nostalgic view toward Ireland. This haunting by the past is also traceable in The Dead, the prominent short story in the Dubliners; the past of Gretta's relationship has tinged her present marital relationship. For Gretta, the absence of the deceased lover is more tangible than the presence of her husband. In this study, the psychic dynamics of this love relationship will be analyzed in terms of Lacanian psychoanalysis. The questions the article asks are how the desire is addressed, and whether Gretta as a woman in love yearns for an Other jouissance. Joyce's Lacanian deconstruction sketched a pretty image of love which underscored the inevitability of love after death and the apathetic status of love despite apparent living.

     

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    Bergson, H. (1988). Matter and Memory (N. M. Paul & W. S. Palmer, Trans.). Zone Books. (Original work published 1896)

    Boysen, B. (2008). The Necropolis of Love: James Joyce’s Dubliners. Neohelicon, 35 (1), 157–169. https://doi.org/10.1007/s11059-008-3012-z

    Burgess, A. (1975). Joysprick: An Introduction to the Language of James Joyce. Harcourt Brace Jovanovich.

    Cuddon, J. A. (1977). A Dictionary of Literary Terms and Literary Theory (4th ed.). Penguin Books.

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    Kapus, A. (2017). “The Lass of Aughrim” – Love, tragedy, and the power of the past. The Kabod, 3 (1), Article 6.

    Keller, J. V. (1965). Irish History and Mythology in James Joyce's “The Dead”. The Review of Politics, 27 (3), 414–433.

    Lacan, J. (2011). The Seminar of Jacques Lacan, Book XX: Encore, 1972–1973. (B. Fink, Trans.). W. W. Norton & Company.

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    Tindall, W. Y. (1950). James Joyce: His Way of Interpreting the Modern World. Charles Scribner's Sons.

    Wolfreys, J., Robbins, R., & Womack, K. (2002). Key Concepts in Literary Theory (2nd ed.). Edinburgh University Press.

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Armenological Studies

  • Armenological Studies

    THE EMERGENCE OF MASS ATROCITY CONCEPTS: REFLECTIONS ON GENOCIDE, CRIMES AGAINST HUMANITY, WAR CRIMES AND ETHNIC CLEANSING

    Alan Whitehorn
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    Abstract

    The article commences with a brief listing of some of the key words and phrases used in journalistic accounts in the 1915 New York Times about the mass deportations and killings of ethnic Armenians in the Ottoman Empire. Exploring the emergence of academic and legal terms associated with such mass atrocities in general, a number of key concepts have been formulated, most notably war crimes, crimes against humanity, genocide and ethnic cleansing. Other suggested terms include democide, politicide, ethnocide, urbicide, gendercide and omnicide, which are also briefly discussed by way of background and overview. Amidst an analytical comparison of the meanings of the two terms ethnic cleansing and genocide, problematic aspects of using the term ethnic cleansing are raised and discussed. There has been a continuing global challenge of mass atrocity crimes, and today we witness increased usage of the problematic concept of ethnic cleansing in important, yet diverse case studies such as Nagorno-Karabakh and Gaza. It is suggested that other terms, such as war crimes, crimes against humanity and genocide, are more suitable terms, both analytically and morally.

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    Ball, H. (1999). Prosecuting war crimes and Genocide: The twentieth century experience. University Press of Kansas.

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    Bassiouni, M. C. (2014). Crimes against humanity: Historical evolution and contemporary application. Cambridge University Press.

    Bell-Fialkoff, A. (1996). Ethnic cleansing. St. Martin’s Griffin.

    Bell-Fialkoff, A. (2009). A typology of cleansing. In S. Totten & P. Bartrop (Eds.), The Genocide studies reader.Routledge.

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    Feierstein, D. (2023). The meanings of concepts: Some reflections on the difficulties in analyzing state crimes. HARM (Hostility, Anger, Repression and Malice), 1, 23-30.

    Fein, H. (Ed.). (1992). Genocide watch. Yale University Press.

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    Geib, R, & Asli, O. (2021). Ethnic cleansing. Oxford Public International Law. URL: http://www.ouplaw.com/

    Gutman, R. (1993). A witness to Genocide: The 1993 Pulitzer prize-winning dispatches on ‘Ethnic Cleansing’ of Bosnia. Macmillan.

    Gutman, R., Rieff, D., & Dworkin, A. (2007). Crimes of war: What the public should know. New York, London: W. W. Norton.

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    Artsakh (Nagorno-Karabakh): Issues of definition and criminal responsibility. International Journal of Armenian Genocide Studies, 8(2), 56-85.

    Harff, B. (1992). Recognizing genocides and politicides. In H. Fein (Ed.), Genocide watch (pp. 27-41). Yale University Press.

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    Holslag, A. (2015). Exposed bodies: A conceptual approach to sexual Vvence during the Armenian Genocide. In A. Randall (Ed.). Genocide and Gender in the Twentieth Century (pp. 87-106). Bloomsbury.

    Jones, A. (2007). Genocide: A comprehensive introduction. Routledge.

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    Lemkin, R. (2008). Axis rule in occupied Europe: Laws of occupation, analysis of government, proposals for redress. Lawbook Exchange.

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    May, L. (2025). Ethnic cleansing: A social and legal examination. Routledge.

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    Shaw, M. (2003). War & genocide: Organized mass killing in modern society. Polity.

    Shaw, M. (2007). What is Genocide? Cambridge: Polity.

    Shaw, M. (2013). Genocide and international relations: Changing patterns in the transitions of the late modern world. Cambridge University Press.

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    Smith, K. (2010). Genocide and the Europeans. Cambridge University Press.

    Suny, R. (2025). That troublesome word, Genocide: What does the Armenian case tell us. Journal of Genocide Research, 1-21.

    Tatikyan, S. (2022a). International community must prevent Azerbaijan’s creeping ethnic cleansing in Nagorno-Karabakh. EVN Report.

    Tatikyan, S. (2022b). Weaponizing blockade with the intent to ethnically cleanse. EVN Report.

    Tatikyan, S. (2023c). ‘Integration’ of Nagorno-Karabakh Armenians: A tool for subjugation and ethnic cleansing by Azerbaijan, Part I. EVN Report.

    Tatikyan, S. (2023d). Deliberate starvation of Nagorno-Karabakh: A tool for subjugation and ethnic cleansing by Azerbaijan, Part II. EVN Report.

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    Tatikyan, S. (2023f). Can the international community reverse the Ethnic cleansing of Armenians of Nagorno-Karabakh? Part II. EVN Report.

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  • Armenological Studies

    IN THE SERVICE OF A “PURE IDEAL”: GANDHI, INDIAN NATIONAL CONGRESS AND THE DENIAL OF THE ARMENIAN GENOCIDE

    Naresh Kumar Nagothu
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    Abstract

    Determined to reverse the impending disintegration of the Ottoman Empire after the First World War, South Asian Muslims launched the Khilafat movement (1919-1924). Realizing that this issue had galvanized Muslims like no other, Gandhi saw the movement as a rare opportunity to unite Hindus and Muslims and offered unwavering support. This support was premised on the denial of the Armenian genocide. Legitimated in South Asia post-independence (1947) through historiographies, foreign policy and commemorative practices, this historical episode has transitioned into a mnemonic regime. This positive memorialization in South Asia has been extremely useful for Turkey in furthering its narratives of denial leading to a transregional mnemonic landscape that is premised on occlusion and justification of violence against the Armenians. While existing scholarship has briefly remarked on Gandhi’s denial, using a range of primary sources, including unpublished letters, this article shows the far more expansive role Gandhi played along with the Indian National Congress in mainstreaming a network of genocidal apologia and denial. Examining the absence of any detailed work on this denialism even after a century, this article also deals with the blind spots of postcolonial studies and the complicity of South Asia academia in perpetuating hegemonic narratives.

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