Résumé: In Algeria's multilingual context, where French remains rooted in education and society, English as a Foreign Language (EFL) learners often face considerable phonological challenges when acquiring English pronunciation. One of the persistent areas of difficulty lies in suprasegmental features, particularly lexical stress placement. This article investigates how French phonological patterns, especially stress predictability, influence the acquisition of English stress placement among second-year EFL students at Badji Mokhtar University, Annaba. The research employs a quantitative method using a questionnaire administered to 105 students. Results reveal a high occurrence of negative language transfer, with students frequently applying fixed final-syllable stress rules from French to English pronunciation, resulting in comprehensibility issues. These errors are intensified by socio-educational exposure to French, limited corrective instruction in suprasegmentals, and learners' misconceptions regarding English stress regularities. The study recommends pedagogical reforms in phonetics teaching, including contrastive phonology instruction, enhanced exposure to native English input, and consciousness-raising tasks.

Résumé: This article examines the perceptions of English as a Foreign Language (EFL) teachers regarding the integration of digitalization within Algerian higher education, with a particular focus on Badji Mokhtar University in Annaba. The study is motivated by the increasing national and global emphasis on digital education, especially following the COVID-19 pandemic, and by the challenges faced in aligning Algerian higher education with international standards. Using a qualitative approach based exclusively on structured interviews with five EFL teachers, the research investigates their digital competence, their use of digital platforms, and the perceived benefits and barriers of integrating technology in the classroom. The findings highlight that while teachers value digitalization for its flexibility, access to resources, and ability to foster learner autonomy, they remain hindered by infrastructure limitations, insufficient institutional support, and low levels of student engagement. The study emphasizes the urgency of strengthening training and institutional policy, and it recommends the adoption of blended learning models as a sustainable path forward for Algerian universities.

Résumé: This paper suggests that Algerian youth need to develop a set of specific skills in order to gain access to employment, or create their own business. The current research aims at identifying some important skills that can help youth overcome the challenges they face in the Algerian employment context, such as low wages, gaps between their skills and those sought by employers, nepotism, gender discrimination, lack of career preparation support from traditional educational institutions, and even lack of family support. This research also presents some career projects’ initiatives in Algeria that have already succeeded in building many necessary soft skills.