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Sentence fluency, which refers to the rhythm, flow, and readability of written text, is a critical dimension of effective writing. It involves crafting sentences that vary in length and structure, connect smoothly, and guide readers effortlessly through ideas. For English as Foreign Language (EFL) learners, especially at the secondary school level, developing sentence fluency is a major hurdle. Limited vocabulary, reliance on first language patterns, and restricted exposure to authentic English often result in writing that is either fragmented, overly simplistic, or marked by awkward repetition. Consequently, while students may express relevant ideas, their texts often lack the natural cadence and stylistic polish expected in proficient writing. Digital literacy offers innovative solutions to these challenges by providing interactive platforms that promote fluency practice. Writing applications, collaborative tools, and automated feedback systems encourage learners to experiment with sentence variation, cohesion, and rhythm. Digital platforms also allow for multiple drafting, peer review, and teacher-guided scaffolding, fostering greater awareness of stylistic choices. Evidence suggests that students using digital tools produce writing with smoother transitions, varied structures, and improved readability compared to those relying solely on traditional methods. Overall, integrating digital literacy into fluency instruction transforms writing into a more dynamic, reflective, and engaging process, highlighting the need for blended pedagogy and teacher training in technology-enhanced approaches.

This study investigates undergraduate engineering students' attitudes towards EMI program in Algeria. Data was collected using a questionnaire from a sample of 232 participants and eventually analysed using SPSS. The results revealed that students reported improvement in both their English skills and content knowledge. Further, although many students have grumbled about instructors' accent and English proficiency, they expressed positive attitudes towards content comprehension. Finally, the students held negative attitudes towards trilingual practices in EMI classrooms. Some implications are drawn based on the findings.

The main thrust of the present study was to improve English as foreign language in the Iraqi academic context. To this end, 30 ENGLISH AS FOREIGN LANGUAGE learners were selected as the participants of the study. All participants took the pretest followed by 25 ninety-minute sessions in which the learners presented their lectures (totally 9 lectures) followed by the challenging questions that they had to answer and the correction feedback in terms of vocabulary, structure, collocation, etc. Moreover, every three lectures followed by taking a progressive test, the posttest and the delayed posttest. Having followed the repeated measure ANOVA, the researcher put the data into SPSS 22 and analyzed it in terms of both descriptive and inferential statistics. It was found that teaching Reading through the tenets of sociocultural theory is influential and equally effective for all participants irrespective to their level or age. The results of the study indicated that presenting lecture improves the learners' Reading development, consciousness-raring regarding learning processes and learning linguistic items, collaboration, autonomy and motivation. It was also pointed out that learning is not a straightforward transmission of knowledge provided by the teacher but a transformative and complex process for which learner's agency, engagement and their co-construction of knowledge are crucial.

The use of English as a Medium of Instruction (EMI) has gained popularity in many non-English speaking countries as a means of enhancing their students' English language proficiency and preparing them for global competitiveness. In Algeria, EMI has been introduced recently to all universities, but its implementation has faced various challenges. This study aims to explore the perspectives of Algerian higher education teachers regarding the implementation of EMI. Data were gathered through semi-structured interviews with ten Algerian teachers belonging to different fields of specialism. The findings indicate that while EMI can provide opportunities for students to improve their English language skills and access international academic resources, its implementation poses significant challenges. These challenges include inadequate language proficiency of both teachers and students, limited resources and support, and lack of training and professional development opportunities. The teachers also highlighted the need for a gradual and flexible approach to the implementation of EMI, starting with basic-level courses and providing language support and training for both teachers and students. The findings have implications for policymakers and educators in Algeria and other non-English speaking countries where EMI is being implemented or considered.

Teachers have often expressed their frustration when confronted to problematic situations which prevent them from achieving their plans and consequently fulfilling their objectives. This feeling is often due to the fact that these teachers have all developed knowledge and acquired skills in safe and comfortable settings during their training. They have rarely been, if ever, introduced to the development of skills in problematic situations. Their frustration can be avoided if they develop problem solving competencies as part of their training. We believe this is a major role of teacher trainers who should take in charge this issue seriously. This paper aims at suggesting a teaching methodology to stimulate problem solving competencies through problematic situations in teacher education.

هدف البحث الحالي إلى تصميم بيئة تدريب تكيفية قائمة على تطبيقات جوجل التفاعلية وقياس فاعليتها في تنمية مهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب لدى موظفي جامعة المنصورة، تناول البحث عرض مشكلة البحث، وأهميته، وفروضه، ومنهجيته، وأدواته، وخطواته، كما تم عرض الأسس النظرية لكل من مهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب وتطبيقات جوجل التفاعلية، وبيئات التدريب التكيفية، وتم استخدام منهج البحث الوصفي ومنهج البحث التجريبي، كما تم إعداد نموذج تصميم تعليمي يناسب متغيرات البحث لتصميم مواد المعالجة التجريبية، وتم تحديد أنماط المتدربين من خلال تطبيق مقياس تحديد نمط التدريب (بصري/ لفظي) من إعداد الباحث على (عينة مقصودة مكونة من (۳۰) موظف وموظفة من موظفي شئون الطلاب بكليات جامعة المنصورة) ثم إجراء تطبيق قبلي لأدوات البحث (الاختبار التحصيلي، بطاقة الملاحظة) ثم تطبيق المعالجة التجريبية، ثم إجراء تطبيق بعدي لأدوات البحث (الاختبار التحصيلي، بطاقة الملاحظة)، وتم حساب الفرق بين الاختبار القبلي والاختبار البعدي ثم تم اختبار دلالة الفرق إحصائيا للوقوف على مدى فاعلية البيئة التدريبية التكيفية. وتوصل البحث الحالي إلى النتائج الآتية: 1. يوجد فرق دال إحصائيا عند مستوى (٠,٠٥) بين متوسط درجات المجموعة التجريبية الأولى (اللفظي) في التطبيق القبلي -البعدي للاختبار التحصيلي المتربط بالجوانب المعرفية الخاصة بمهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب لدى موظفي جامعة المنصورة لصالح التطبيق البعدي. ٢. يوجد فرق دال إحصائيا عند مستوى (٠,٠٥) بين متوسط درجات المجموعة التجريبية الأولى (اللفظي) في التطبيق القبلي -البعدي لبطاقة الملاحظة المرتبطة بالجوانب الأدائية الخاصة بتنمية مهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب لدى موظفي جامعة المنصورة لصالح التطبيق البعدي. 3. يوجد فرق دال إحصائيا عند مستوى (٠,٠٥) بين متوسط درجات المجموعة التجريبية الثانية (البصري) في التطبيق القبلي -البعدي للاختبار التحصيلي المتربط بالجوانب المعرفية الخاصة بمهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب لدى موظفي جامعة المنصورة لصالح التطبيق البعدي. ٤. يوجد فرق دال إحصائيا عند مستوى (٠,٠٥) بين متوسط درجات المجموعة التجريبية الثانية (البصري) في التطبيق القبلي. البعدي لبطاقة الملاحظة المرتبطة بالجوانب الأدائية الخاصة بتنمية مهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب لدى موظفي جامعة المنصورة لصالح التطبيق البعدي. 5. لا يوجد فرق دال إحصائيا عند مستوى (٠,٠٥) بين متوسط درجات المجموعتين الأولى والثانية في التطبيق البعدي للاختبار التحصيلي المتربط بالجوانب المعرفية الخاصة بمهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب لدى موظفي جامعة المنصورة. ٦. يوجد فرق دال إحصائيا عند مستوى (٠,٠٥) بين متوسط درجات المجموعتين التجريبية الأولى والثانية في التطبيق البعدي لبطاقة الملاحظة المرتبطة بالجوانب الأدائية الخاصة بتنمية مهارات استخدام نظام ابن الهيثم لإدارة شئون الطلاب لدى موظفي جامعة المنصورة.