The current study examines the effect of the portfolio assessment method to assess writing ability of third year foreign languages learners enrolled at a secondary school in Laghouat, Algeria. The objective was to find out whether a particular portfolio assessment model was successful in helping the students to improve their English writing ability in general, and writing strategies and processes in particular. In doing so, four experimental tools were implemented: Pretest/Posttest, English Writing Evaluation Exam, Self-Reporting Questionnaire, and Analytic Scoring Rubric. Accordingly, the findings of the posttest and postself-questionnaire displayed a notable improvement in English writing performance of the learners and in their writing product skills as well. Indeed, results indicated a significant increase in the students' use of writing processes as a result of the portfolio assessment method. The study concluded that the portfolio assessment model is found to be an effective instructional strategy as well as an evaluation tool, besides that it enhances the learners' English writing performance by focusing efforts on writing products as well as writing processes.

There has been an increasing interest on research which documents the significance of portfolios in foreign language instruction in general and teaching writing in particular. The primary focus of the current work is to explore the effectiveness of portfolio assessment in developing English as a Foreign Language (EFL) students' reflective writing. In order to fulfill this objective, an experimental research design was conducted. The sample was composed of one hundred second year students of English at the University of Laghouat-Algeria. The data were collected through the following experimental tools: Interview, Pre-Post Writing Tests, and Pre/Post Self-Reporting Questionnaires. Students were asked to write about ten reflective topics which are drawn from their own experiences. The main findings demonstrated that reflective writings of students were improved after the use of portfolio assessment method and which confirms that portfolio assessment stratagem has significant effects in developing students' reflective writing in terms of both process and product. And henceforth; this research suggests that portfolio assessment keeping deserves to be taken into consideration in the curriculum of EFL Teaching Departments in Algeria.

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Teaching English as a foreign language has become a challenge due to the variety of techniques and methods of teaching as well as the diversity of learners' motivations and interests for learning. Therefore, instructors have to think about current ways to incorporate new strategies in order to promote their teaching process and reach their teaching goals. For this reason, the integration of Information Communication Technology (ICT) especially Online Courses (OC) became widely spread in so many fields including language learning/teaching and more particularly teaching literature. The latter represents that the use of OC helps in understanding of most of the difficult literary texts. Thus, the present study was conducted to evaluate technology-based instruction using OC as an educational tool in learning /teaching EFL literature to Second-year students at the University of Amar Thelidji, the specific objectives include evaluating students' outcomes and attitudes toward the incorporation of OC in the learning process. To attain the aim of the experimental study two research instruments were used, an experiment with second year students followed by two online questionnaires addressed to 9 teachers and 45 second year students. The findings of the study show that the integration of OC made a suitable tool for promoting learning literature and support the argument which suggests that learners have profited from using OC and they are getting more involved in the experience. Also, this tool enables both teachers to integrate online content and activities with face to face teaching, and learners to facilitate and reinforce literature studies. Based on this study, the integration of OC in literature class is a starting point for further research in blending OC in traditional settings to achieve a 20 successful implementation of online content in a way that it facilitates the learning/teaching process.

The current study is designed to evaluate the use of YouTube videos as a pedagogical tool in teaching literature. Thus, it aims to examine the usefulness of the implementation of YouTube videos in teaching English literature and more specifically The English Novels, as a new teaching tool, which facilitates conveying novels to EFL students and improves their achievements in literature classes. This work has a descriptive-analytical nature based on the qualitative method to better demonstrate the results. The data were collected through a questionnaire addressed to 10 % of Master One students randomly chosen at the Ammar Thelidji University of Laghouat-Algeria; and a semi-structured interview with all teachers of literature, and they are four. The main findings of the study showed that the integration of YouTube in teaching and learning English literature is beneficial, important, motivating and exposes students to a better understanding of the novel and its plot which ideally contributes in ameliorating their achievements in literature classes.