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Item Open Access Exploring the Effects of Socioeconomic Factors on Secondary School Learners’ Academic Performance:The Case of Ahmed Djoudi Secondary school- Ounougha.(كلية الاداب و اللغات, 2025-10-15) TaharSid; FerhatReguig; ABADOUFadilaThis study examines the impact of socioeconomic factors on academic performance among secondary school students in Algeria, using Djoudi Ahmed Secondary School in Ounougha as a representative case to uncover systemic patterns and structural dynamics embedded within the national secondary education system. Understanding how social background shapes educational outcomes is essential for addressing entrenched inequalities and fostering equitable learning opportunities across the country. Despite policy efforts toward educational standardization, disparities in student achievement persist — yet the mechanisms through which socioeconomic variables influence performance at the institutional level remain underexplored. This study therefore aims to: (1) analyze the relationship between household income, parental education, family structure, and academic achievement; (2) identify key barriers faced by disadvantaged learners as perceived by both students and educators; and(3) evaluate the adequacy of existing institutional support mechanisms in mitigating these challenges. Adopting a mixed-methods approach, the research is based on survey data collected from 57 students and 11 teachers. This study by an Algerian teacher-researcher finds that 88% of students see their family’s economic hardship as a major barrier to learning, with teachers citing lack of resources, stress, and limited parental support as key issues. Despite this, over 80% of students remain motivated and aim for higher education. Yet, only 27.3% of teachers report access to structured support programs. The study calls for urgent policies—such as scholarships, free materials, mental health services, and inclusive teaching training—to close achievement gaps and advance educational equity in Algeria.Item Open Access Surviving the Anthropocene: Climate Change and Environmental Collapse in Octavia Butler’s Parable of the Sower(كلية الاداب و اللغات, 2025-10-15) Dounya BOUREZG; . Karima LaouidjiThis dissertation investigates how environmental collapse, social decline, and climate change manifest in Octavia E. Butler’s Parable of the Sower (1993). It also seeks to examineresilience and the survival strategies developed by Butler’s characters to cope with ecological devastation, social instability, and personal vulnerability. To achieve this end, Butler’s narrative is analyzed through the ecocritical lens, with particular attention to ecodystopian themes, Anthropocene studies and resilience studies. It also draws on concepts of adaptation and survival to analyze the ways Lauren Olamina and her community respond to climateinstability and existential threats. This research reveals that Parable of the Sower portrays environmental decline not only as an ecological crisis but also as a psychological, social, and spiritual challenge, whichrequires transformation, community-building, and resilience. Ultimately, this dissertation hopes to make significant contributions to Anthropocene studies, ecocritical literature, and the growing field of dystopian and climateItem Open Access The Relationship between English as a Foreign Language Learners’ Writing Achievement, Test Anxiety, Writing Anxiety, Deficit Study-Skills, and Examination Procedure: The Case of Fourth-year Pupils at Abziou 2 Middle School, Douera, Algiers, Algeria(كلية الاداب و اللغات, 2025-10-13) Bilal ZAOUAK; Chaouki Bounaas; Chaouki BounaasAbstract The aim of this study wasto investigate English as a Foreign Language fourth year middle learners’ writing achievementat Abziou 2 Middle School, Douera, Algiers, Algeria in relation to several variables, namely, test anxiety, writing anxiety, deficit study-skills, and examination procedure. These learners demonstrated low writing achievement during their ordinary term exams of English that may be due to one or more of the aforementioned variables. In this respect, four research questions were formulated in order to investigate whether the learners’ writing achievement is positively or negatively correlated with the other (four) variables. The sample selected for this study consisted of two categories: 65 learners and their two (02) teachers of the English subject at Abziou 2 Middle School, Douera, Algiers. A triangulation research method was adopted through the use of a questionnaire for the 65 learners, an interview for the two (02) teachers, and the learners’ English exam grades for the second term of the current academic year (2024-2025). The quantitative data, collected from the questionnaire and the exam grades, were analyzed through the Statistical Package of Social Sciences (SPSS 26.0), while the qualitative data, collected from the interview, were coded into categories. Findings revealed that there is a quite positive relationship between test anxiety and learners’ writing scores. On the other hand, a quite negative correlation between writing anxiety and learners’ writing scores was reported. In addition, results demonstrated a consistent negative relationship between learners’ writing scores and their deficit study skills in both quantitative and qualitative data. Finally, there is no relationship between learners’ writing scores and the examination procedure. To sum up, the learners’ low writing achievement in exams was mainly due to their deficit study skills.Item Open Access Reconfiguring Power Dynamics: The Impact of Donald Trump’s Foreign Policy on the Middle East (2017-2021)(كلية الاداب و اللغات, 2025-10-13) Abdelaziz zaidi; Mabrek saber; Youcef BennaaThis study analyses foreignpolicy under the President Donald Trump administrationregarding the Middle East from 2017 to 2021, unpacking its role and the extent to which it reshaped the power balance of and regional alliances. This study is based on theassertion that the approach adopted by the Trump administration, based on the “America First” slogan,has contributed significantly to fundamental changes in how the United Stateshandles key issues such as the Iranian nuclear issue,the Palestinian-Israeli conflict, and relations with the Gulf Cooperation Council (GCC) countries. This study employs an analytical approach to understand the various dimensions of these transformations and their political and ideological motivations by analysing the crucial decisions made by the US administration at the time. It also seeks to measure the variant geopolitical repercussions of these policies on both regional and international actors, as well as their impact on the nature of strategic interactions within the region. The study's findings indicate that Trump's policy was not just a temporary practice, but rather constituted a new strategic direction characterized by both pragmatism and bias in favor of certain specific allies that the U.S. deems worthy, leading to a redrawing of the network between regional alliances and the undermining of certain pillars of traditional US foreign policy that had been precedent thought the Middle East. The conclusion in this research is that the future continuation of these policies across upcoming US administrations and the long-term effects on regional stability should be investigated further.Item Open Access Cannibalism as Desire: Lacanian Identity and the Unconscious in Camille DeAngelis' Bones and All (2015)(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) Ms. Amina-Achouak DJEMIL; Ms. Meryem Cheyma BECHACHEAbstract Instances of cannibalism, across the history of humanity, have been metaphorically linked to otherness, taboo, and the grotesque. In Camille DeAngelis’ Bones and All, however, the cannibal figure is reimagined not as a symbol of primitive violence, but as a persona of repressed desires, fragmented identity, and psychological struggles. Through Jacques Lacan’s lens of psychoanalytic theory, this dissertation argues that the characters’ craving for human flesh reflects a set of unconscious desires rooted in Lacanian concepts such as lack, objet petit a, the Imaginary, the Real, and the Symbolic order. This analysis further investigates how desire, when denied by society and internalized, ultimately manifests through transgression, eventually leading to Lacan’s concepts of the jouissance — a pleasure intertwined with suffering— and the death drive. In addition, this research explores the fragmentation within the identities of the novel’s main characters, particularly Maren and Lee, whose journeys reveal the conflict between their Ideal-I and the Lacanian Name-of-the-Father. It also examines how cannibalistic acts differ in their meanings and functions across the characters, which highlights the relationship between desire, identity, and the Other. Ultimately, this study offers a new interpretation of Bones and All, positioning it within the tradition of psychoanalytic literary criticism and shedding light on how transgression can be read as a metaphor for the unconscious desire and the struggle for identityItem Open Access Learners Engagement in Primary English Learning: A Comparative Study of Digital versus Traditional Resources case of 3 third year Benelbar Abderahmane Primary School Medjedel , Bousaada(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) Mrs. Samira TAMERIThis study investigates learners engagement patterns in English as a Foreign Language (EFL) classrooms when using digital versus traditional teaching resources. The research examines how different instructional materials influence learners participation, motivation, and classroom interaction in primary education settings. Conducted at Ben El Bar Abderrahmane Primary School, this investigation employed a mixed-methods approach to gather comprehensive data from both teachers and learners. The study collected data through questionnaires administered to thirty-five purposively selected third-year learners, semi-structured interviews with eight EFL teachers, and systematic classroom observations during regular lessons. Findings indicate that digital resources increase learners motivation and create more interactive learning environments, though they also present challenges including technical difficulties and the need for teacher adaptation. Traditional resources maintain their value in providing structured learning experiences and developing foundational skills. The research suggests that effective EFL instruction benefits from a balanced approach that combines both digital and traditional resources strategically. Teachers should receive adequate training in technology use while developing strategies to maximize learners engagement regardless of the resource type employed. Learners show varied responses to different materials, highlighting the importance of diverse instructional approaches. While the study acknowledges limitations in sample size and single school context, it provides practical insights for educators seeking to enhance learners engagement in EFL classrooms. Future research should explore these dynamics across different educational contexts and age groupsItem Open Access Primary School Teachers' Perceptions and Practices of Game-Based Learning: A Case Study of English Teaching in Maarif, Algeria(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) El-Rabie BAALI; Sami KHELLAFAbstract Game-base learning is a teaching strategy that utilizes the power of games to define and reinforce learning objectives. The research aims to explore teachers’ perceptions about game-based learning on teaching and learning as well as its practice and implementation in Maarif’s Primary schools in Algeria. The present study has adopted a descriptive research approach. Researchers used questionnaire data collection tool. The sample was composed of six (6) primary school EFL teachers, the sample was conveniently selected. Therefore, the study revealed that teachers believe Game-Based Learning improves student engagement and motivation, making learning enjoyable and reducing anxiety. Teachers also presume that competitive games are effective for oral practice and vocabulary acquisition. Educators may encounter several challenges including lack of formal training, logistical difficulties, and inconsistent assessment practices.dItem Open Access Investigating the Challenges of Double Major Students in Algerian Higher Education: Case of second-year students English-Management Major at the University of Mohamed Boudiaf - M’SILA(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) Yousfi Farah; Oualhi IntissarAbstract In recent years, double major programs have gained a momentum in Algerian higher education by allowing students to study two different fields simultaneously in three years instead of six years. This program aims to offer students diverse competencies and skills that prepare them for job opportunities. Despite these benefits of a double major program, it also has various challenges due of the difficulty of managing two majors at the same time. This study investigates the challenges encountered by second-year students pursuing the English and Management double major program at the University of M’sila. Using mixed method, classroom observation, a questionnaire, and an interview, to collect data from both students' and teachers' perspectives. The collected findings indicate that students face serious and extreme challenges, including administrative issues and organizational problems. The chosen sample indicated that there are extreme struggles related to linguistic and psychological issues that lead to a significant number of students quitting the double major program.Item Open Access Unresolved Refugee Trauma and Adaptive Mechanisms in Clemantine Wamariya and Elizabeth Weil’s The Girl who Smiled Beads(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) Ms. Soumia AHMED KADIThis dissertation examines how unresolved trauma manifests in the experience of an African refugee who endured the horrors of the 1994 Rwandan genocide as well as forced displacement, starvation, and terror in seven African refugee camps in Clemantine Wamariya and Elizabeth Weil’s memoir The Girl who Smiled Beads (2018). It also aims to analyze the adaptive mechanisms that refugee characters employed to cope with their haunting past and intrusive traumatic memories. To achieve this end, Wamariya and Weil’s narrative is thoroughly analyzed through the psychoanalytic lens, particularly through contemporary trauma theory as theorized by Cathy Caruth and Judith Herman. It also draws on Freudian psychoanalysis in order to scrutinize the different coping mechanisms used by Wamariya to protect herself from anxiety and distressing memories. This research substantiates that Clemantine Wamariya’s past traumatic experiences, including war, forced migration, prolonged separation, and homelessness remain repressed at the moment of genocide, resurfacing later in the form of post-traumatic stress disorder (PTSD) symptoms, including fragmented memories, haunting dreams, flashbacks and harrowing nightmares which force her to relive the fear, anxiety, and emotional distress of the original event. This research contributes to psychoanalytic literary theory and refugee literature in general, and trauma theory, in particular by investigating the long-term effects of unresolved refugee trauma and the adaptive mechanisms that the survivors adopt to deal with their disturbing memoriesItem Open Access The Politics of Racial Identity: A Critical Race Reading of Brit Bennett’s The Vanishing Half(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) Ms. Cheyma ALLAL; & Ms. Amani KHODJAAbstract With a focus on racial passing and colorism as expressions of systemic racism, this dissertation examines how racial identity is developed and negotiated in Brit Bennett's 2020 novel The Vanishing Half. By choosing different identities, the characters—especially twin sisters Stella and Desiree Vignes—confront oppressive racial systems. Stella chooses to pass as a white woman and fit in with white society, whereas Desiree embraces her Black identity and maintains ties to her community. Through the seminal works of Derrick Bell, Kimberlé Crenshaw, and Richard Delgado, this Critical Race Theory-based study investigates the ways in which race, identity, and power intersect in the story. Set against the socio-historical backdrop of twentieth-century America, the novel sheds light the psychological and political effects of racial passing, emphasizing how whiteness is linked to privilege and exclusion is associated with whiteness. Racial identity in the novel is dynamic, as the analysis demonstrates. It varies according to the situation, is influenced by people’s actions, and is closely linked to power and politics. In the end, this study hopes to contribute to African American literary criticism by demonstrating how Bennett uses the concept of racial passing to give Black women more control over their lives while also clearly criticizing the ongoing racism in society.Item Open Access Investigating the Impacts of Multimedia Presentation Tools on Enhancing Oral Fluency in EFL Classrooms: The Case of Master One Students at the English Department, M’sila(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-15) Mrs. Amani GHEZALAbstract As fluency is a critical component of effective communication, there is an increasing need to incorporate innovative methods that support students' speaking skills. The incorporation of digital technologies has opened new avenues for enhancing learners' engagement and advancing spoken fluency. This study investigates the impacts of multimedia presentation tools (PowerPoint, Canva, Google Slides, and audio-visual aids) on enhancing oral fluency among EFL learners and explores the perceptions of both teachers and students regarding their integration in the classroom. Conducted at M’sila University, the study involved 51 Master One EFL students and 07 English teachers; it adopted a descriptive, mixed-methods approach. It gathered data by distributing both structured and semi-structured questionnaires; the structured questionnaire is designed for EFL learners, while the semi-structured questionnaire is administered to EFL teachers. The use of these tools was found to contribute significantly to the development of oral fluency by fostering learner engagement and confidence, reducing speech anxiety, and promoting better content organisation and rehearsal practices, which in turn enhance their overall oral communication. The obtained findings from the current investigation inform both teachers and learners about the benefits and challenges associated with implementing MMPTs in teaching and enhancing students' speaking fluency. The study highlights the practical benefits and challenges of implementing MMPTs and emphasises their role in fostering a more interactive, student-centred learning environment. Accordingly, the research recommends that EFL educators incorporate MMPTs into their teaching strategies and encourage students to participate in relevant training courses to optimise their speaking performanceItem Open Access Racial Injustice in the Digital Age: Exploring Double Standards in U.S. Civil Rights and Politics(2025-07) Achacha Chahra Zed; Belabdelouahab-Fernini Linda; Lemounes SaoussenThis study examines racial injustice and its evolution in the digital age, focusing in particular on the double standards that have shaped American civil rights enforcement and political discourse. An analysis of contemporary digital platforms and media narratives reveals that systemic bias has evolved rather than disappeared, often manifesting more insidiously through algorithmic discrimination, selective amplification of voices, and digital surveillance. This study also sheds light on government responses to protests (e.g., the Black Lives Matter movement versus the Capitol insurrection). Furthermore, this study aims to generate a deeper understanding of race, technology, governance, and the relationship among them. It calls for a rethinking of digital justice and civil rights protections in an era defined by informationItem Open Access Assessment Challenges in EMI Classes: Perspectives from Instructors and Students. The Case of Electronic department Second-year Students(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Ms. MADI Selsabil; Ms. LAICHE WafaAbstract Algerian higher education universities started to implement English as a Medium of Instruction in teaching their teaching curriculum as a strategy to internationalize higher education institutions. This exploratory research aims to identify the assessment challenges facing teachers and students in EMI settings by using a mixed-method approach. It combines a questionnaire conducted with thirty-five students and an interview carried out with four teachers from the Electronics faculty of M'sila University during the academic year 2024/2025. The obtained quantitative data were studied using Excel, and the qualitative data were analyzed thematically. The findings indicate that language proficiency is a major factor that affects students' performance during assessments. Specifically, they show that students are struggling with almost aspects of language, like vocabulary, grammar, speaking, and writing skills. They also demonstrate that the lack of teacher training in both language and assessment represents an obstacle in the assessment process. The participants of this study believe that they need more language training to be well-prepared to study and teach in English. Furthermore, they think that the integration of EMI should be a gradual process. KeywordsItem Open Access Under Artificial Eyes: AI and the Irreplaceable Essence of Human Consciousness in Kazuo Ishiguro's Klara and the Sun(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Wissal HADJAZIAbstract The present study examines how literature imagines the ontological boundaries between humans and artificial forms of life through Kazuo Ishiguro’s Klara and the Sun (2021). Hence, it aims to explore the depiction of AI’s limitations in Ishiguro’s work, with a special focus on demonstrating the irreplaceable essence of human consciousness. In order to accomplish this aim, Ishiguro’s narrative is analysed through a multidisciplinary framework. It engages with posthumanist theoretical concepts such as Fukuyama’s Factor X and the human emotional gamut, phenomenological notions of the subjective experience and qualia, and key theoretical distinctions in the philosophy of mind including Chalmers and Block’s hybrid conceptualisation of Consciousness. The study scrutinizes the complex and mysterious nature of the human consciousness to provide a critical foundation for distinguishing genuine human essence from artificial simulation. The research argues that while Klara demonstrates sophisticated observational and functional abilities as part of her functional consciousness, it remains devoid of the irreducible elements of human consciousness including free will, the emotional gamut and the subjective experience and its qualitative dimension. Through this comprehensive analysis, the study aims to contribute to broader critical discussions on the techno-scientific advances of AI and the posthuman discourse. The study concludes that while AI may simulate behaviour and emotions, the essence of human dignity remains unachievable and inimitable.Item Open Access Investigating the Impact of Teachers’ Non-Verbal Communication on EFL Primary Pupils' Engagement: The Case of 4th Primary at Hamida Abdelkader and Abdellaoui Elamri Schools, Bousaada(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Miss. Kheidri Zineb; Miss. Hayat KirecheABSTRACT The present study attempts to investigate the impact of teachers' non-verbal communication on EFL primary school pupils’ engagement, focusing on 4th-grade classrooms in Bousaada. Knowing that non-verbal communication cues such as gestures, facial expressions, eye contact, and body language play a crucial role in classroom interactions, the study aims to explore how these cues by teachers affect and enhance pupil engagement in English as a Foreign Language (EFL) classrooms. In order to achieve the objectives of this study, a mixed methods approach was employed. Questionnaires for both teachers and pupils of 4th-grade classrooms, semi-structured interviews directed to teachers, and a classroom observation checklist were used as research tools in order to collect enough data. All data were analyzed both quantitatively and qualitatively. The findings demonstrate that teachers’ non-verbal behaviors have a positive effect on EFL primary school pupils’ engagement. In other words, there is a positive correlation between teachers’ non-verbal communication and pupils’ engagement levels. As a result, some suggestions and recommendations are offered to help teachers to be more aware and familiar with the use of NVC strategies to make their pupils more engaged in classroom.Item Open Access EFL Learners Use of Self-Regulation to Enhance the Speaking Skill The Case of Master One Linguistics Students at M’sila University(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Abdelkader Omar Yacine Benaziez; Abdelmalk BadoucheAbstract The current study investigates EFL learners use of self-regulation to improve their speaking skill in the case of Master one students in the English Department at Mohammed Boudiaf, University of M'sila. Recognizing that speaking is an emotionally and cognitively demanding ability, the study is concerned with how learners’ implement self-regulation strategies such as goal setting, monitoring, and self-reflection to regulate their behaviour for a better oral performance. Data were collected via Likert-scale questionnaire from a convenience sample of 65 students of an estimated population of 130. The results reveal a positive correlation between higher degrees of self-regulation and better speaking performance in terms of confidence, fluency, and task involvement. These findings suggest that the development of self-regulatory skills might enhance learners’ oral ability to communicate in learning environments. The study focuses on ensuring the integration of self-regulation training into speaking-based curricula to enhance learners’ autonomy and performance.Item Open Access EFL Learners Use of Self-Regulation to Enhance the Speaking Skill The Case of Master One Linguistics Students at M’sila University(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Abdelmalk Badouche; • Abdelkader Omar Yacine BenaziezAbstract The current study investigates EFL learners use of self-regulation to improve their speaking skill in the case of Master one students in the English Department at Mohammed Boudiaf, University of M'sila. Recognizing that speaking is an emotionally and cognitively demanding ability, the study is concerned with how learners’ implement self-regulation strategies such as goal setting, monitoring, and self-reflection to regulate their behaviour for a better oral performance. Data were collected via Likert-scale questionnaire from a convenience sample of 65 students of an estimated population of 130. The results reveal a positive correlation between higher degrees of self-regulation and better speaking performance in terms of confidence, fluency, and task involvement. These findings suggest that the development of self-regulatory skills might enhance learners’ oral ability to communicate in learning environments. The study focuses on ensuring the integration of self-regulation training into speaking-based curricula to enhance learners’ autonomy and performance.Item Open Access Exploring the Impact of Reflective Teaching on Ongoing Professional Growth: The Case of M'sila Middle School EFL Teachers(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) NEGRECHE Aya; TOUIL AidaAbstract Reflective teaching is a critical tool for teachers, enabling them to improve their practices, adapt to challenges, and enhance student learning outcomes. The research aims to explore the impact of reflective teaching on ongoing professional growth in M’sila’s Middle schools in Algeria. The present study has adopted a qualitative research methodology. An interview and a questionnaire are data collection tools. The sample was composed of (30) middle school EFL teachers. Therefore, the study revealed that Reflective practice is essential for effective teaching, but challenges like time constraints and lack of institutional support hinder its effectiveness. Institutions should integrate structured reflection into assessment systems. Reflective teaching involves self-assessment, critical review of instructional strategies, collaborative problem-solving and long-term professional goals, requiring institutional resources and mentorship for novice teachersItem Open Access The Impact of Sequential Multilingualism on Self-Perceived Personality Shift: The Case of Master One EFL Students at M’sila University(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Ms. Menel NIA; Mr. Younes KOUDRIABSTRACT In the context of bilingualism and simultaneous multilingualism, many studies have examined the phenomenon of personality shift, but only a few were conducted on sequential multilinguals, and fewer investigated the impact of social context on the phenomenon. This study aims to explore whether sequential multilinguals perceive a shift in their personality traits when using a foreign language and the influence of different social contexts on these perceptions. The study adopted a mixed-method approach with an exploratory design in nature, and implemented descriptive method, using an embedded design questionnaire with both scaled and open-ended questions with an adaptation of the Big Five Inventory. The participants of the study (n=64) were Master One EFL students at M’sila University, and their answers were statistically analyzed and thematically coded concerning the open-ended responses. The findings of the study showed that participants perceived notable personality shifts in agreeableness and openness when using SL/FL compared to L1, while other traits, which are neuroticism and extraversion were moderately affected. Moreover, social contexts were found to play a role in how personality traits were expressed. This study supports the notion that personality traits are dynamic and provides insights on sequential multilinguals’ percieved personality shift when they use SL/FL, and the impact of social contexts of traits manifestation.Item Open Access Investigating the Washback Effect of BEM Examination on Middle School EFL Pupils’ Learning Strategies Use The case of EFL Pupils at BOUREZGUE ABDELMADJID Middel School M’sila(UNIVERSITY OF MOHAMED BOUDIAF- M’SILA, 2025-07-14) Lamia Helali; Soumia ZoubiriAbstract This study investigates the washback effects of BEM (Brevet d'Enseignement Moyen) tests on middle school English as a Foreign Language (EFL) learners' choice of learning strategies in M’sila, Algeria. Given the high-stakes nature of the BEM examination, the research explores how these assessments influence student behaviors, particularly their reliance on specific learning strategies, such as rote memorization and test-oriented preparation, potentially at the expense of communicative and interactive language skills. The study employs a mixed-methods approach, combining quantitative questionnaires with qualitative interviews and classroom observations to assess both learners' and teachers' perspectives. Findings indicate a strong washback effect, where test format and perceived importance shape classroom instruction and learners' strategy preferences. The study concludes with pedagogical recommendations to align assessment with effective language learning practices, promoting strategies that support long-term language development rather than short-term test performance.