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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.

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.

Despite its importance, extensive reading is still neglected in Algerian EFL classes, and the focus is generally on intensive reading. This study aims to identify if students practise extensive reading. Besides, it seeks to determine if students hold positive reading attitudes and if a correlation exists between extensive reading and good writing performance. To achieve these aims, a quantitative method was adopted. A questionnaire and a written test were administered to seventy-seven students of English at the University of Oum El Bouaghi. The results revealed that students practise most of the principles of extensive reading. Additionally, they showed that students hold positive reading attitudes towards English. The findings also indicated that good writing is positively associated with more reading. In the light of these findings, it is recommended that EFL teachers integrate extensive reading in their classes to help their learners reap its benefits.

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.