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Technology advancements promote a redefinition of traditional instructional methodologies, as well as the roles of teachers and learners towards an efficient e-learning ecosystem. To date, all existing solutions are combined with the conventional face-to-face learning process. However, the latter can be unexpectedly hindered in some emergency cases, like the Coronavirus (COVID-19) pandemic. To handle such unexpected scenarios, this paper presents NOTA, a novel online teaching and assessment scheme that takes advantage of Blockchain technology to maintain the expected teaching quality and assessment fairness while respecting the courses’ and examinations’ schedule. Besides, NOTA also motivates both learners and teachers to persist in their endeavours, even from home, through Blockchain’s incentive strategies. The preliminary results taken during the CoronaVirus period showed a very high satisfaction ratio, exceeding the 90%. This made us feel very optimistic about the potential of our proposal when deployed at a larger scale.

This article intends to explore the rational association connecting Kurt Vonnegut's encounter with Post-traumatic Stress Disorder and Post-traumatic Growth's impact on his narrative. Previous literature lean on linking the authors' spring of creativity to PTSD, it is a legitimate intent, for this study, to look at things differently attempting to verify the potential facet(s) of transformation. The centre focus of this paper is analyzing Vonnegut's healing process to explore PTG's affirmative connotations and how much serenity it can provide on the long term. In other words, we investigate if trauma narratives, trauma fiction in Slaughterhouse-five and Timequake, are vivid transcripts of the progressive healing process as a proof of PTG.

The present study probes the attitudes of the Algerian capital inhabitants towards French. It aims to gain insight into the factors inducing the massive shift to the French language amongst Algiers interlocutors, and thus find out wether the previously cited language has ended the existing linguistic strife to its favour or not. Feedback from 67 participants on an online structured questionnaire in both Standard Arabic and French revealed that notwithstanding its widespread use, French is still competing with the other linguistic codes, mainly Standard Arabic. Additionally, respondents attitudes towards French are in positive correlation with their linguistic choices. Moreover, French has considerably impacted the local Algerian Arabic dialect and hence the latter is gradually ceding its position to a new variety. Finally, the study has accounted for this massive use of French in the light of the sociolinguistic principle labelled as the linguistic inferiority principle, orignally coined in relation to minority languages. The principle states that a language is considered inferior as long as it belongs to a socially subservient group.

Defining the adequate educational technique to teach the grammar skills for EFL learners, means achieving a successful learning experience that does not only involve learners' behavioural and cognitive engagement but also affective interaction with the subject matter. The current study aims at exploring the effects of the Learning-by-teaching method to enhance EFL learners' engagement during the grammar class. It highlights one main research question together with two others; it intends to diagnose the impact of the LBT method on learners' behavioural engagement during the grammar session. In this scope, a mixed method approach was adopted through distributing two questionnaires and carrying out a quasi-experiment with the second group of first-year PEM students of English at ENSL, also the work relied on classroom observations. Eventually, findings revealed that the LBT method, if implemented efficiently, approves the above-cited research question positively.