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Sarina Chugani Molina is an American university teacher, she has worked for a long time in Asia and Africa as a teacher of English language and she gets a great experience in the educational field. So she wrote her educational achievements in books, articles, conferences reports, and different publications proposing pertinent methods to make learning operation successful for both components of education process: the teacher and the student. A good number of these publications have been collected in order to demonstrate the new and great pedagogy applied in teaching English language inside and outside her country which let us understand an important thing, it's the investment overseas which becomes as a domination or another face of power.

English for Specific Purposes (ESP) is an innovative field that was founded in the 1960s and focuses on the distinct English language demands of the target learners. ESP describes teaching a certain English genre to learners with a particular set of objectives and emphasizes the necessity of creating numerous chances for education, employment, and personal growth, as well as the significance of English as a language of business and technology. The current study aims at investigating English for specific purposes students' attitudes towards learning the English language and finding out the difference between male and female ESP students' attitudes toward learning the English language. The study adopts a descriptive design on the first year of ESP students at the College of Physical Education and Sport Sciences/ University of Baghdad by constructing a reliable scale, which is composed of 30 items. The instrument is completely approved by a jury of specialists. The results of the current study illustrate that the sample has a good degree of attitudes toward learning English for ESP students, according to the data. In addition, the females' attitudes are more positive than those of the males. Finally, learning English can provide individuals with a competitive advantage in their business, and speaking English is helpful in improving one's perspective.

The purpose of the study is to determine the speaking challenges that University of Ajdabiya English language learners encounter and the reasons behind these challenges. To gauge the speaking challenges faced by English language learners in the second, third, and fourth semesters, the researcher employed a questionnaire divided into two linguistic and psychological categories and given to 67 students. The study aimed to determine the challenges that University of Ajdabiya students faced during their second, third, and fourth semesters. It also covered the hunt for potential fixes and suggestions to deal with these issues. The findings indicated that students had some difficulty communicating for a variety of reasons, and psychological factors including shyness, worry, lack of confidence, and fear of making mistakes were the primary cause.

With the indispensible necessity of accommodating with technological innovations especially in the field of education, Algerian university teachers are required to show digital literacy readiness in order to assure successful performance. This study utilizes secondary data to critically and systematically review research related to the Algerian English for specific purposes (ESP) teachers' digitalized professional development. Hence, this study seeks to inquire about strategies, practices, and expectations that can safely lead ESP Algerian practitioners toward high quality digitalized pedagogical literacy (DPL). Results of this study show that parameters evaluating ESP Algerian teachers' (DPL) are not yet well defined. In addition, though this type of literacy in the Algerian context is superficially researched, it is considered as a focal aspect of teachers' overall professional development. Future reviews may continue to trace new practices in the field of the Algerian ESP teachers' digitalized pedagogical literacy development.

The aim of this study was to investigate the extent to which teachers of English as a Foreign Language (EFL) in Saudi intermediate schools use the internet to facilitate their teaching of vocabulary, and their perceptions of the benefits and barriers to such use. It also investigated whether male and female teachers differed in their usage and perceptions. The research respondents were 83 teachers (M=34, F=49) randomly selected from the population of intermediate school EFL teachers in Al-Madinah. Data were collected via a self-designed online questionnaire. The instrument-elicited respondents reported uses of the internet (9 items), perceptions of benefits (9 items) and barriers (9 items), using 5-point Likert scales. Demographic data were also collected. The results revealed that teachers reported high use of the internet for all the suggested purposes, with most mean scores corresponding to \"usually\". However, teachers only \"sometimes\" used the internet to share experiences with other teachers. The majority perceived the benefits of the internet for students\" interest and engagement, confidence and independent learning. However, they perceived barriers related to absence of facilities, time pressures and lack of training and support. Male and female teachers did not differ significantly in their responses. It is concluded that, to optimize teachers\" use of the interest to enhance vocabulary teaching, there is need for better provision of infrastructure, training, and support.

The current paper aims at examining the potential correlative link between establishing students' internal motivation and the implementation of up-to-date technology in the teaching- learning process. To meet the objectives of the study, the researchers adopted multi-approach methods, such as tests, class observations, interviews, and questionnaires. The samples were categorized into three divisions based on age. The results showed that there is consensus among students that the implementation of high tech in classes positively impacts the rate of inner motivation. Moreover, instructors played a decisive role because they are responsible for enhancing students' knowledge in both learning and technology use. It is highly important to recognize that using up-to-date technology is inevitable in the teaching process since it increases students' inner motivation. In addition, teachers are a vital factor in the implementation of technology in the teaching process.

Punctuation marks are considered as one of the most important elements in English learning and writing because without using punctuation marks English sentences will become meaningless. Therefore, the study aims to investigate the difficulties that face EFL learners in using punctuation marks in secondary level. The study followed the descriptive analytical method. The sample consisted of (30) EFL students from Hassahissa locality- Hassahissa secondary school for girls. A questionnaire was used as a tool for data collection and the data was analyzed by using (SPSS) statistical packages for social sciences program. The study has reached many important results: most EFL students find difficulties in using punctuation marks. Also, without using punctuation marks English texts will become meaningless. Besides, most EFL teachers do not teach punctuation marks in an effective way, based on the findings the study recommended the following: teachers should clarify using punctuation marks and make them easier for students. Furthermore, students should use punctuation marks where appropriate. Moreover, teachers should teach punctuation marks effectively.

As a core component of education, the quality of assessment reflects the effectiveness of teaching and learning. Accordingly, in the field of English for Specific Purposes (ESP), assessment plays a crucial role in gauging Students' progress and designing the ESP course. This study aims to investigate the obstacles that ESP teachers encounter when conducting their assessments. It also sheds light on learners' views on the role of assessment in their ESP progress and the challenges they face. To carry out this work, a mixed-methods approach was employed. Findings reveal that lack of adequate training, absence of collaboration with subject specialists, large classes, and insufficient funding are the primary challenges impeding ESP assessment. The results also highlight that most learners perceive that the assessments used have a pivotal impact on their learning quality.

Gender in teacher-learner interaction has become an important topic of research. The purpose of this study is to analyse gender bias in the teacher-learner interaction inside EFL classroom in the Algerian high school. The sample consisted of 300 students and 15 English teachers who were observed and interviewed to explore teachers' perception of gender and the attitudes they hold towards gender. Findings revealed that gender bias can be found in teacher-student interaction in the classroom despite teachers positive attitudes of gender. EFL teachers believe that students knowledge, personality and classroom participation are factors that affect teacher-student interaction regardless any gender consideration. Teachers should be conscious of their interactions with students regarding gender to deconstruct all sorts of gender bias inside classroom.