This study lies within the domain of applied psycholinguistics and investigates the cognitive mechanisms underlying the acquisition of English as a foreign language in a multilingual context. It seeks to examine the impact of interlingual transfers within the educational setting of Niger, with the objective of informing pedagogical strategies tailored to the linguistic diversity of learners. Specifically, the research aims to analyze the extent to which proficiency in French (first foreign language) influences both the contextual and decontextualized recognition of interlingual cognates in English. The central research question addresses the dual nature of the language transfer, which can function either as a facilitator or as a hindrance in the acquisition of a second foreign language. A deeper understanding of this cognitive variable is thus crucial for the development of more effective didactic approaches. To this end, a quasi-experimental study was conducted involving 118 third-year students from the Department of Literature, Arts, and Communication at Abdou Moumouni University in Niamey. Two assessment instruments were employed: one contextual questionnaire simulating authentic reading tasks, and another decontextualized lexical recognition test based on multiple-choice translation items. Statistical analysis using the Mann-Whitney U. test revealed no significant differences in contextual cognate recognition. However, a highly significant difference emerged in decontextualized recognition, favoring students with higher proficiency in French. These findings underscore the facilitative role of the first foreign language in specific lexical identification tasks.

This article examines the representations and practices of French as a Foreign Language (FLE) teachers at Sorbonne University Abu Dhabi regarding the use of the L’Atelier A1 method. The textbook is considered not only as a pedagogical tool but also as a mediator between the designers’ prescriptions and the actual teaching practices. The study is framed within professional didactics, where teachers’ representations guide actions, shape pedagogical choices, and influence the implementation of instructional devices (Pastré et al., 2006). The methodology is based on a thematic content analysis of teachers’ responses, allowing access to both their representations and reported practices (Trinquier, 2001). The analysis focuses on several dimensions: teacher profiles, the role and use of the textbook, didactic and pedagogical relevance, communicative and interactional aspects, and intercultural considerations. This methodological framework enables an exploration of the textbook not only as a pedagogical resource but also as a mediator between the designers’ intentions and the adaptations made by teachers according to the linguistic and cultural profiles of learners. The article thus provides a reflection on the relationship between representations and practices in FLE teaching, highlighting the importance of discourse as a tool for analyzing and understanding the processes through which teaching resources are appropriated.

This study aims to examine the impact of digital technologies on language acquisition among deaf students in specialized schools in Algeria (Algiers, Constantine, and Setif). It seeks to understand how digital tools enhance oral and gestural language skills and identify the pedagogical conditions necessary for their effective use, a descriptive and analytical research method was employed, complemented by a field survey. Data were collected through questionnaires for specialized teachers and observations and interviews with deaf students. The sample included 100 deaf students and 40 specialized teachers, findings indicate that the use of digital technologies tailored to visual and gestural modalities significantly improves vocabulary, syntactic structures, and gestural communication. The study also revealed that teachers’ techno-pedagogical competence and the availability of digital resources are critical factors for the successful integration of technology. However, certain challenges were identified, including technical, cognitive, and communication difficulties, highlighting the need for structured support, in conclusion, the study confirms that thoughtful integration of digital tools is an effective pedagogical strategy for promoting language acquisition among deaf students and provides practical recommendations to optimize the use of these technologies in specialized educational settings.

Our article focuses on the main challenges associated with the use of ChatGPT in higher education. This technology has both positive and negative impacts on the process of independent academic work completion when the complex procedures meant to ensure the authenticity of each author s own intellectual work are not applied. The empirical research conducted was based on the analysis of the work products of undergraduate and graduate students from a university in the south west of Romania. The results of this qualitative exploration of how they solved their seminar exercises or how they developed papers such as case studies, microresearch projects or extracurricular activity projects indicated that ChatGPT contributes to their academic productivity, but respect for the ethics regarding the honesty of documentation, by assuming only one s own efforts and formulating personal, creative ideas is also important. The findings we have reached refer to the opportunities and limits related to the integration of ChatGPT in learning, but clearly plead for its reflexive responsible use. Due to the innovative nature of the current technologies, they are becoming more accessed by young people, precisely through the ease and convenience of their use, which requires an awareness of the disadvantages associated with superficial learning, on the part of the students, as well as a constructivist understanding of their role, on the part of the educators or decisionmakers in educational institutions.

Teaching how to speak rightly is not merely about grammatical accuracy; it is about cultivating human fairness in speech. In this paper, we examine pragmatic competence as a point of intersection between language and responsibility, between speaking and being. Our starting point is the well-documented observation that many foreign language learners master linguistic structures but fail to create genuine meaning in interaction. Speech, when it ignores the other, becomes an empty gesture. We propose to view pragmatic competence not as an optional refinement but as a learning process of discursive responsibility, in line with Habermas’s idea that authentic communication is rooted in mutual recognition. Based on several sessions of classroom observation and recordings of debates between learners, followed by moments of collective negotiation, we saw our students begin to listen differently, weigh their words, and become aware that every linguistic choice says something about who they are. At that moment, they realize that speaking is no longer a mere instrument, but an ethical act — a space of inhabited otherness.

The study examines the contribution of applied assignments to the development of students’ academic techniques and skills, drawing on relevant literature and current perspectives in the field of educational sciences. Applied assignments, such as projects, essays, book reviews, and research articles, facilitate the transfer of theoretical knowledge to practical contexts, promoting critical thinking, analysis and synthesis of information, research competencies, and argumentation skills. The integration of these assignments into the educational process supports active learning, study autonomy, and the development of intrinsic motivation, while also providing opportunities for authentic and reflective assessment. The aim of this study is to evaluate the contribution of these applied assignments to the development of academic skills—such as critical thinking, research, synthesis, and academic writing—among students. We intend to demonstrate, through empirical data, that engagement in such activities is positively correlated with higher academic competencies, and to discuss the pedagogical implications for the university curriculum. The research component focuses on a sample of 83 students, employing a Likertscale questionnaire, statistical analysis, and graphical representations. The results indicate that applied assignments have a significant impact on the development of research skills, critical thinking, synthesis, academic writing, and self-regulation.

This qualitative study analyzes the perceptions of educational supervisors regarding the introduction of the flipped classroom in Algerian higher education. After a two-week reflective report. The analysis of the interviews reveals an interest in pedagogical innovation, but also several obstacles: insufficient digital infrastructure, large class sizes, the inadequacy of certain course units, and a lack of teacher training. The study highlights discipline-specific challenges: technical and linguistic constraints in experimental sciences, and student demotivation and absenteeism in the humanities. It concludes that implementing the flipped classroom requires a progressive, contextualized approach supported by an institutional strategy.

As English continues to expand its role as the global lingua franca of business, understanding its use in linguistically complex settings becomes increasingly vital. Despite growing attention to Business English (BE) in Western contexts, its adoption in multilingual, non-Western environments such as Algeria has received limited focus. This gap is particularly relevant given the Algerian government’s recent promotion of English and the growing preference for it in professional domains. This study investigates how Algerian import–export professionals perceive and use English within a business environment. Using a qualitative approach, data were collected through semi-structured interviews with eight participants from International Business (IB) firms and analyzed thematically using NVivo software. Findings indicate that English is used primarily for external communication with non-Francophone clients, while Arabic and French remain dominant internally. Participants recognized the strategic value of English but reported uneven use due to limited training, language anxiety, and accent-related barriers. Regular users described greater confidence, wider market access, and higher participation in IB events, whereas infrequent users cited missed opportunities. Emotional associations with English ranged from pride and ambition to fear and frustration. Further, some professionals admitted relying on ChatGPT for drafting and improving written communication in the absence of formal BE instruction. The study contributes to research on BE in IB by offering insights from an underrepresented multilingual context and recommends practice-oriented BE training, AI-assisted writing tools, and policy support to align language skills with Algeria’s global aspirations.

As part of our reflections on student training in didactics, this research focused on a challenge frequently observed in the field: how can we encourage students to read scientific articles with a truly critical eye? Based on this observation, we implemented a pedagogical approach grounded in collaborative work, with the aim of guiding Master 1 DDLE students at the University of Blida 2 toward deeper and more analytical reading. Our approach is rooted in the principles of active pedagogy and draws on theories of collaborative and socioconstructivist learning, which emphasize how peer interaction enhances understanding and knowledge construction. To experiment with this method, we formed two student groups. All participants worked on the same articles in language didactics, focusing on oral and written skills, and took part in analysis sessions—first independently, then in groups. What distinguishes the two groups is the introduction of a methodological tool: a structured analysis grid, provided only to the experimental group. This grid enabled them to better identify key elements of the articles—their structure, research question, methodology, argumentation, and the relevance of the results—and to build a more robust critique. To assess the impact of this approach, we used two data collection tools: an observation grid completed during classroom interactions, and a questionnaire allowing students to share their impressions, difficulties, and perceived learning outcomes. The initial results are promising. The use of the grid appears to improve the quality of group discussions, the organization of ideas, and the ability to formulate a well-argued critical perspective. This work also contributes to the development of writing skills that are valuable for thesis writing and other academic tasks. However, adjustments are still needed, particularly to better manage interpretive differences and harmonize group interactions.

As technology continues to evolve rapidly, many educational platforms have emerged online, offering open access to their users. Blended learning has become the primary instructional model, increasing online course delivery while reconsidering conventional teaching approaches. Nevertheless, students have reported difficulties in balancing the dual demands of online and in-person teaching/learning, despite acknowledging the flexibility offered by both modes. To address these challenges, incorporating gamification strategies through in-class game-based activities can enhance students’ participation, motivation, and language retention, particularly in the EFL context. By incorporating game-like tasks, university lecturers can make foreign language learning more engaging and student-centered. These engaging techniques were implemented to support 250 third-year students at Ibn Khaldoun University in Algeria to improve their speaking skills within an in-person EFL classroom context. Data were collected through a structured survey alongside task performance records and classroom observation in both semesters. These activities, such as interactive scenarios, impromptu speech, riddles, “what am I?”, and analogy games, helped to increase active participation, reduce speaking anxiety, and made the learning process more enjoyable. While students appreciated the flexibility of gamified speaking activities, they initially faced difficulties with communication and in-person participation. Therefore, enhancing student and teacher competencies in gamified instructional design can further improve engagement and speaking proficiency in Algerian EFL classrooms.

The current study aimed at researching the topic of drug addiction and highlighting the most important psychological effects of the latter on the individual and the individual s psyche from the resulting psychological disorders, the most common of which is depression, by asking the following question: What is the level of depression in drug addicts? This study was conducted on a case following treatment at the Waseet Center for the treatment of drug addicts in Ain Tamouchant, where the clinical approach was adopted, and tools tools represented in the interview, clinical observation, in addition to the application of the Beck Depression Scale to collect information and to reveal the level of depression in addicts, where the results revealed that the level of depression in drug addicts is high.

Foreign language classroom anxiety (FLCA) remains a serious barrier to language learning that too often appropriates learner confidence, interest, and performance. This descriptive-analytic review synthesizes empirical studies on flipped instruction as an instructional method to alleviate FLCA in second and foreign language university courses. On the basis of research papers published between 2012 and 2025, this review synthesizes implementation models, reported effects of anxiety reduction, and contextual influences on success. Empirical support is available for the potential of flipped class to reduce FLCA by facilitating pre-class preparation, active and collaborative in-class engagement, and more individualized teacher facilitation. Its efficacy is conditional upon learner autonomy, access to technology, teacher mediation, and sociocultural background. While short-term decreases in anxiety are frequently noted, their long-term persistence is poorly studied. Affective learning implications at the theoretical level are identified in this review and design-informed, practice-based suggestions for context-sensitive flipped classrooms to mitigate FLCA are provided. Calls for longitudinal, mixed-methods, and cross-cultural studies are made to advance the field.

This article explores the linguistic and cultural consequences of the increasing anglicization in the Paris metro, highlighting its role in marginalizing French in public space. Using a multidisciplinary approach combining sociolinguistic analysis, language law, pedagogy and cognitive psychology, it shows how daily exposure to English advertising messages weakens the transmission of the French language. The study also offers recommendations for a reform of urban language policy.

Organizational commitment (OC) at universities has recently started to attract growing attention. Therefore, this study sought to explore organizational commitment at University of Khartoum. To meet this purpose, the researcher followed a qualitative research design. To collect data a semi-structured interview was applied with 11 leaders in the University of Khartoum. A thematic analysis method was used to analyze data of the study. The study found that staff members were organizationally committed to the University of Khartoum in general. The implication of this result can help leaders, college officials, and administrators on how they could benefit from the different types of organizational commitment in designing effective human resource policies at the University of Khartoum. The study recommends to enhance staff organizational commitment, university leaders and officials should design effective human resource policies in the university that can lead to increase the loyalty and obligation to the work and the university.

Our present study is in the form of a questionnaire survey, conducted among 200 students, enrolled in the Science & Technology and Biology departments during the 2023 academic year. The aim of the questionnaire was to explore students current language practices, their representations of English and their aspirations regarding the adoption of the Anglicization policy at Algerian universities. The results reveal that, although students show a favorable attitude towards the use of English, the French language remains predominant in their daily lives and in their academic careers. This tension between declared preference and actual usage highlights the complex sociolinguistic issues involved in implementing a change of language in higher education in Algeria. The results reveal a gap between aspirations and pedagogical realities, underlining the need for a gradual and pragmatic transition to the use of English for a better integration of this language in the Algerian academic and socio-economic contexts.

Focusing on the assessment of acquired skills, recently introduced in primary schools in Algeria, our study aims to clarify the skills assessed in French as a foreign language, to determine the tools used to study their validity and to identify the limits of this form of assessment. The interview with a primary school teacher, supported by an analysis of the tests, revealed that oral proficiency, comprehension and written production - assessed in accordance with the instructions - present validity problems. A valid assessment of learners actual skills, both oral and written, requires the use of assessment situations that comply with theoretical requirements.

Inclusive education remains a persistent challenge in Sub-Saharan Africa, where adolescent pregnancy is one of the primary causes of girls’ school exclusion. In the Democratic Republic of the Congo (DRC), despite a ministerial circular prohibiting such exclusion, pregnant teenagers continue to face stigma, abandonment, and social marginalization within educational settings. This study aims to analyze the psychosocial and institutional determinants shaping teachers’, school principals’, and pedagogical advisors’ attitudes toward the inclusion and academic success of pregnant students. A quantitative survey was conducted with 93 participants (72 men and 21 women) across three provinces—Haut-Katanga, Lualaba, and Kinshasa. Data were collected using an online questionnaire and analyzed through a General Linear Model (GLM) in SPSS. Results indicate that institutional support for the ministerial circular is the most influential predictor, significantly impacting both acceptance of inclusion and perceptions of pregnant girls’ potential for academic success. Gender and professional experience also emerge as significant factors, with an important interaction effect between the two, suggesting that male teachers with longer careers tend to show more favorable attitudes when institutional backing is strong. Conversely, age and educational level were not found to exert significant influence. Overall, these findings emphasize the crucial role of policy legitimization and institutional engagement in shaping inclusive attitudes. They also underline the necessity of gender-sensitive training and differentiated professional development programs to ensure effective, equitable, and sustainable inclusion of pregnant girls in Congolese schools.

The study examined the various inequalities encountered by students of migrant or refugee backgrounds with disabilities in the Greek education system, based on primary school teachers perspectives. Thirty-one teachers took part in the study. The analysis of how participating educators use discourse within Bourdieu s framework emphasised the importance of school structures as key elements in maintaining social inequalities. The implemented educational policy is based on inadequate institutional frameworks, insufficient material and technical infrastructure, and insufficient teacher training. School education primarily emphasises the Greek language. As a result, the native languages of students from immigrant or refugee backgrounds are gradually being overshadowed. At the same time, inclusion largely depends on individual teachers will. However, diversity is considered a source of growth for the entire school community. The findings highlight the need for profound institutional changes to transform schools into spaces of equality and inclusion.

This paper examines the adoption of English as the language of teaching in the technical programs of Algerian universities in 2023 from a didactic and sociolinguistic perspective. It analyzes the official motives behind this linguistic transition, while questioning the underlying political motives, particularly in a context of diplomatic tensions with France. Using a theoretical framework that presents the complex Algerian linguistic context (classical Arabic, dialectal Arabic, Berber, French) and the concepts of sociolinguistic representations and motivation, the article examines the effectiveness of the measures taken for this transition. It is supported by a survey of 655 biology, physics and chemistry students from two different universities, aimed at ascertaining the predominant languages of instruction and analyzing teaching practices following this linguistic transition.

Note-taking constitutes both a process and an outcome that are closely associated with academic performance, reflecting the distinctive learning style of each individual. The skill of taking notes, as well as the manner in which it is practiced, is developed in direct relation to educational activities, yet it can be continuously refined and adapted throughout one’s life. The diverse methods employed in recording notes reveal not only personal preferences but also the gradual evolution of these techniques over time. The present study aims to investigate the issue of student note-taking, with a focus on identifying the methods most frequently employed for this purpose. Considering that the target-group participants are engaged in initial teacher training, this topic is also of interest from the perspective of the models they will later provide to their future students. The sample consisted of 68 undergraduate and graduate students from the University of Craiova. The results of our investigation revealed that students perceive digital notetaking formats as having multiple advantages, while also reporting various difficulties encountered in the note-taking process and expressing a need for support in this area.

This article investigates the impact of digital concept maps on the revision of texts in French as a Foreign Language (FFL) among fifth-grade primary school pupils in Algeria. The study aims to assess how this technopedagogical tool enhances textual coherence, organizational structure, and lexical enrichment in written productions. A comparative approach was adopted between an experimental group, which used digital concept maps, and a control group relying on traditional revision methods. Findings reveal a significant improvement in discourse organization and linguistic quality in the experimental group’s texts, confirming the effectiveness of digital concept maps as a didactic tool for teaching and learning writing in a multilingual context.

Continuous assessment represents a fundamental pedagogical tool in contemporary higher education, contributing to the improvement of the teaching-learning process and to the development of students competencies. This article analyzes the role of continuous assessment in the context of higher education, exploring its advantages and disadvantages, practical implementation methods, as well as experiences from Romania and other European countries. The study highlights that continuous assessment, when properly applied, promotes deep learning, reduces anxiety associated with final examinations, and provides constant feedback for improving academic performance. At the same time, challenges are identified related to necessary resources, faculty workload, and t

The present study aims to investigate the optimization of the partnership kindergarten - school - family, as a key condition for ensuring a successful start to schooling. The general objective is to analyze the collaborative dimensions among the three entities and to highlight how these relationships support, or fail to support, children s preparation for the transition to primary school. The transition from kindergarten to school represents one of the most significant stages in the child s educational and emotional development. It involves changes not only in environment and daily routines, but also in social status, cognitive and behavioral expectations and, above all, in the educational relationships children form with adults and peers. For this reason, the transition must be intentionally designed, systematically supported, and treated as shared responsibility among all educational involved actors: preschool teachers, families and primary school teachers. The importance of this moment is supported both by empirical data from practice and by numerous psycho-pedagogical studies which demonstrate that a sudden, unsupported or inconsistent transition can generate anxiety, adaptation difficulties, decreased motivation for learning and, in some cases, early educational failures. In contrast, a properly managed transition path, based on collaboration and communication among kindergarten, family and school, contributes to the faster and more natural integration of the child into the preparatory class, providing him with emotional security and confidence in his own abilities.

This study highlights the interpretation given to leisure time and the changes that have brought us to the current understanding of leisure practices. The study begins with the evolution of the concept of leisure time and deals with various perspectives on the interpretation of leisure time in the theoretical substantiation part, which help to build an overall picture of the topic. A series of research results are specified for understanding leisure time in relation to quality of life, non-formal and informal environments, the relationship with technology, age, gender and socioprofessional status. The purpose of our research aims to identify the dominant leisure practices in young people and adults. We used an interview to find out the answers about leisure time, using a sample of young people and adults. We started by identifying the differences between young people and adults in terms of spending their leisure time and we narrowed our concerns to the specifics of it in young people with higher education in urban areas. We identified aspects related to leisure practices, involvement in leisure activities and their duration.

Due to globalization, English has become the most demanded and useful language in the world. It is, in fact, the language of science, technology, communication, medicine, media, research, academic meetings, business, and many other fields. In Algeria, this language has been given much priority as the language of knowledge and skill transfer. However, at university level, the teaching of English in the scientific fields is still facing many challenges and obstacles. Many scientific departments still rely on unspecialized EFL (English as Foreign Language) teachers just to fulfil the curriculum requirements. Therefore, this paper tries to shed light on the real needs of the Algerian university for more EFL curricula in the scientific departments. It attempts to highlight the obstacles and difficulties that face EFL teachers in these branches. Therefore, a case study was conducted in the Department of Physics and the Department of Chemistry in the University of Tiaret. The results revealed that the English language programs in these departments still need to be refined so as to meet the real learning needs of the students and a pre-training for EFL teachers is required.

In daily classroom activities, teachers are expected to update the content provided by curricula and textbooks. This curricular work consists of interpreting these prescriptive measures in order to offer learning content that is problematized, up-to-date and contextualized. This task shapes internal didactic transposition and gives teachers responsibility for the content circulated in the classroom. Thus, these contents are supposed to be consistent with the reference knowledge produced in scientific research results or with reference social practices. However, some French language teachers may not take on this task. While outdated and problematic content (since it has been challenged by research) is included in the curriculum and textbook, teachers have been observed to teach it as is, without questioning it or making any effort to address the shortcomings that have been scientifically highlighted. The objective of this study is to examine teaching practices in situations where the content taught is obsolete in order to show, from a qualitative perspective, how this failure in teacher involvement leads teachers to become gents of dissemination of content that is not functional in human communication situations, and of reinforcement of stereotypes aimed at stigmatizing students.

This study explores the strategies employed by South African teachers to create an enabling learning environment for learners with dyslexia, a neurological disorder impacting literacy. Inclusive education policies, while advocating for support, face challenges in implementation due to systemic barriers. A phenomenological design was adopted, using semi-structured interviews with five teachers from diverse educational settings. Data were thematically analyzed to uncover instructional strategies, challenges, and systemic factors. Findings revealed that teachers utilised multisensory teaching, assistive technology, and Individualised Education Plans. Professional development and resource constraints significantly influenced strategy implementation. Collaboration with specialists was limited but beneficial where available. The study stressed the need to address resource disparities, enhance teacher training, and foster collaboration to create a more inclusive educational environment.

Pedagogical action research has gained increasing prominence in higher education, where it provides a structured and iterative cycle of planning, action, observation, and reflection through which faculty members systematically develop their teaching practice and enhance student learning. Unlike traditional research approaches oriented toward broad generalisation, evaluation in action research clarifies the situated processes of change, documents their relevance for disciplinary and institutional contexts, and fosters collective learning within academic communities. This study examines the epistemological, methodological, and ethical foundations of pedagogical action research evaluation in higher education and analyses its main functions, including formative feedback, accountability, reflexive inquiry, and participatory engagement among faculty, students, and institutional actors. Particular attention is devoted to methodological coherence, data triangulation, analytic transparency, and meta-evaluation as main determinants of research quality in university-based inquiry. The article proposes a conceptual model that integrates interdependent evaluative stages designed to support the continual adaptation of pedagogical interventions, foreground participant perspectives, and reinforce educators’ reflective and inquiry-oriented competencies. The analysis indicates that evaluation operates as an epistemic instrument that guides pedagogical decision-making in higher education, optimises instructional practices within courses and programmes, and enhances the transferability of findings across comparable academic contexts.

This study, conducted at the Institut Supérieur Pédagogique de la Gombe (ISP/Gombe), falls within the field of cognitive psychology and aims to understand the impact of stress on the academic performance of first-year students in School and Career Counseling (OSP). Carried out during the February 2018 examination period—often marked by unusual behaviors such as agitation, mental fatigue, and disorganized gestures—it explores how stress may influence exam results. The central question addresses whether poorly managed stress significantly affects students’ academic outcomes. The hypotheses suggest that stress alters concentration, modifies behavior, and increases the likelihood of academic failure. The main objective is to identify and analyze stress-related verbal and nonverbal behaviors that explain decreased academic performance. Methodologically, the study adopts a descriptive and observational approach, using peripheral participant observation and semi-structured interviews with 47 students (18 men and 29 women). Over ten days of observation, twenty stress-related behaviors were recorded: seven verbal (buzzing, whispering, chatting, etc.) and thirteen nonverbal (idle gazes, incoherent gestures, sweating, haste, etc.). The results reveal a strong correlation between the frequency of stress behaviors and low academic performance, with idle gazes (50 %) and buzzing (60 %) emerging as the most significant indicators. These behaviors reflect a loss of emotional and cognitive control that directly affects the quality of responses and academic success. The study concludes that stress remains a key variable in academic achievement and recommends psychological preparation and stress management strategies—such as relaxation, pedagogical support, and peer assistance—to improve students’ performance and well-being during evaluations.

This article adopts a didactic perspective and focuses more specifically on the revision of written production. To this end, our analysis of the empirical data was based on three research protocols: the draft sheet, the final response sheet, and the verbal protocol. The target group consists of twenty students enrolled in the third year of secondary school. We seek to take a closer look at how writers regulate, evaluate, and construct their texts through revision strategies. This approach relies mainly on the verbal protocol, which allows us to explore the students’ metacognitive processes during or after writing. Indeed, the analysis of verbalizations sheds light on the different phases of text composition, namely planning, text production, and revision. It is worth recalling that metacognition plays a significant role in the development of writing competence, as it provides better control over revision operations and promotes more conscious reflection on the act of writing.