Abstract

The main focus of this reviewed research paper is on the journey of Computer-Assisted Language Learning (CALL), which is a significant branch of applied linguistics. The use of technology in enhancing language learning and teaching process has evolved significantly over the years. Many undergraduate, postgraduate students in EFL programme at universities and some EFL instructors do not have a background knowledge about computer assisted language learning (CALL) and its relation to the development of teaching methods over the time. Thus, this review paper will illuminate this contemporary field. It begins with a detailed exploration of the definitions of Computer-Assisted Language Learning (CALL). Furthermore, the main body of the paper explains the three different stages through which CALL has evolved through, as a response to advances in technology, which lead to changes in language teaching methodologies. Moreover, CALL is connected to several other aspects and terms, many of which overlap with CALL and some of which differ based on the needs of pedagogical discipline. The function of each term started by computer assisted instruction (CAI) and ended by intelligent computer assisted language learning (ICAll.).  The benefits of using CALL in language learning has introduced in this paper as well, for example, including the ability of learners to practice at their own pace, the personalization of learning experiences, and the increased flexibility and accessibility enabled by all technology devices. Finally, the main finding is that improvements in computer literacy among students, developments in computer hardware and software, e.g. the integration of artificial intelligence, the emergence of new computer-based platforms, and the incorporation of ever-more-complex computer capabilities into other appliances are all contributing factors to the ongoing evolution of CALL. However, improving the alignment between effective teaching and technology remains a rising problem in CALL (Beatty, 2010).

Key words:  Computer Assisted Language Learning (CALL) 

Les mythes et légendes sont des piliers incontournables dans la construction des cultures et des imaginaires collectifs. Ces récits intemporels traversent les époques et les frontières, incarnant des valeurs, des questionnements existentiels et des symboles universels. Dans la littérature arabe, des œuvres comme Les Mille et Une Nuits se sont imposées comme des classiques, non seulement pour leur richesse narrative et leur diversité de thèmes, mais aussi pour leur capacité à refléter des enjeux humains et sociaux complexes. Ces récits, tout en s'inscrivant dans une tradition ancienne, continuent d’inspirer des réinterprétations modernes.

Avec la colonisation et la diffusion de la langue française au Maghreb, de nombreux écrivains maghrébins, tels qu'Albert Memmi, ont trouvé dans la réécriture de ces mythes une manière de revisiter leur héritage culturel tout en le confrontant aux réalités contemporaines. Memmi, écrivain et essayiste tunisien d'expression française, est connu pour son exploration des questions identitaires et coloniales. À travers ses écrits, il revisite et réinterprète des récits mythiques, tels que ceux des Mille et Une Nuits, pour aborder des thématiques liées à l’identité, à l’altérité et aux conséquences de la colonisation. Ses réécritures se positionnent comme des outils critiques permettant de réexaminer les dynamiques de pouvoir, tout en soulignant la tension entre tradition et modernité dans un contexte postcolonial.

L’objectif de cette étude est d’analyser la manière dont des auteurs comme Albert Memmi réinterprètent les mythes arabes, notamment ceux des Mille et Une Nuits, et de comprendre l'impact de ces réécritures sur la littérature maghrébine moderne. Il s’agira d’examiner comment ces écrivains adaptent les motifs mythologiques et légendaires aux préoccupations sociales et politiques de leur époque, et comment, à travers ces récits réinventés, ils redéfinissent l’identité culturelle dans un espace postcolonial. Ces réécritures ne se limitent pas à une simple actualisation de récits anciens, mais représentent un dialogue avec le passé, qui vise à redonner une voix aux récits minoritaires et à questionner l’héritage colonial.

1. Introduction Définition de l'enseignement à distance : L'enseignement à distance (ou e-learning) désigne une méthode d'apprentissage où les étudiants suivent des cours et des formations sans être physiquement présents dans un établissement scolaire. Ce mode d'enseignement repose principalement sur les technologies de l'information et de la communication, telles que les plateformes en ligne, les vidéoconférences, et les supports numériques. Les interactions entre enseignants et apprenants se font à travers des outils virtuels, permettant une flexibilité en termes de temps et de lieu. Evolution historique:  Cours par correspondance : Les premières formes d'enseignement à distance remontent à la fin du 19e siècle, avec les cours par correspondance qui étaient envoyés par courrier postal. Ce modèle permettait déjà aux personnes éloignées des centres éducatifs d'accéder à l'apprentissage.  Années 1990-2000 : Avec l'avènement d'Internet, les cours à distance se sont transformés en modules d'e-learning. Les universités et les centres de formation ont commencé à proposer des cours en ligne via des plateformes spécialisées.  MOOCs (Massive Open Online Courses) : Dans les années 2010, les MOOCs ont rendu l'enseignement supérieur accessible à un public mondial. Ces cours, souvent gratuits, ont permis à des millions de personnes de se former en ligne sur des sujets variés.

Coronary artery disease (CAD) is the leading cause of death worldwide. the study aims to evaluate the association between plasma lipoprotein-associated phospholipase A2 (Lp-PLA2) and Libyan individuals' clinical and biochemical risk factors for CAD. This cross-sectional study assessed plasma concentration of Lp-PLA2 between patients with CAD and those without CAD in both genders based on clinical history, exercise ECG, two-dimensional echocardiography, and coronary angiography. Several biochemical parameters were estimated. Plasma levels of Lp-PLA2 were measured. 181 individuals were recruited for this study, including 125 with CAD and 56 without CAD. Plasma Lp-PLA2 concentration was significantly higher in patients with CAD versus individuals without coronary artery disease. In addition, the plasma concentration of Lp-PLA2 was higher in patients >60 years of age compared with patients <60 years old. To conclude Plasma level of Lp-PLA2 concentration was independently correlated with CAD, an inflammatory marker such as high sensitivity C-reactive protein among Libyan patients.

In the current study a new family of distributions called the odd Lindley Log compound Rayleigh distribution is introduced and studied. Some statistical properties of the new distribution including moments, moment generating function and Renyi entropy are derived. Parameter estimations are obtained via the maximum likelihood method and the observed information matrix is derived. Finally, a real dataset is used to illustrate the importance and flexibility of the new proposed distribution.

Keywords—Odd Lindley, Rayleigh, Distribution, Entropy

Research has developed the Big-Five Aspect Scale (BFAS), supporting a five-domain model that includes 10 related aspects. In Arabic societies, there is currently a lack of validation evidence for a scale with these 10 aspects. Thus, this study develops and examines the psychometric properties of the short version of the BFAS (BFAS-SV) within Libyan Arab adults. The sample (N = 1136; 74.6% women, Mage = 25.30, SDage = 8.44) completed the original BFAS and the Arabic version of the International Personality Item Pool (IPIP) to assess the BFAS-SV’s convergent validity. Confirmatory Factor Analysis (CFA) was applied. The findings provide strong support for the presence of 10 distinct aspects within the Big Five personality domains. Additionally, a robust positive and negative correlation was found among the 10 BFAS-SV aspects, as well as between the BFAS-SV domains of Conscientiousness, Extraversion, Introversion, and Openness/Intellect and their corresponding dimensions in the IPIP, further confirming its concurrent and discriminant validity. Furthermore, the Cronbach’s alpha coefficients for the five domains and their respective 10 aspects ranged from 0.61 to 0.85, indicating good internal consistency. Significant gender differences were observed in the Neuroticism domain, particularly in its two aspects (Volatility and Withdrawal), as well as in the Openness/Intellect domain and the Politeness aspect, with women scoring higher in all cases.

In conclusion, this study establishes the reliability, validity, and applicability of the Arabic BFAS among the Libyan Arab population. The insights gained into the personality traits and behaviors of Libyan Arab individuals provide valuable implications for personal development and professional success.

This study aimed to test the psychometric properties of the revised Reinforcement Sensitivity Theory of Personality Questionnaire (RST-PQ) using factor analyses, as well as relationships with well-established factors of personality – including the mediating role of personality traits between Fight-Flight- Freeze system (FFFS), Behavioral Inhibition System (BIS), and Behavioral Approach System (BAS) subscales. The study recruited 1,813 Libyan participants across three subsamples, ranging in age from 18 to 66, through convenience and snowball sampling methods via online platforms. In three different subsamples, findings revealed a robust RST-PQ six-factor structure, distinguishing FFFS and BIS, alongside four distinct BAS subscales. Discriminant validity was assessed, indicting Moderate/strong correlations between BIS and Negative Emotionality, and BAS subscales and Extraversion. Moreover, associations with psychological symptoms highlighted BIS’s correlation with anxiety, depression, and stress, and correlations between BAS subscales and personality traits supported their construct validity. Fit indices for the confirmatory factor analysis (CFA) were χ² = 30,944, df = 1,378, χ²/df = 22.01, CFI = 0.93, TLI = 0.92, and RMSEA = 0.04, indicating an acceptable model fit. Gender differences showed females scoring higher in FFFS, BIS, Reward Reactivity, Impulsivity, and Panic responses. Furthermore, structural equation model revealed that personality traits mediated associations between FFFS and BIS, with BAS subscales showing differential predictive patterns. Additionally, separate scales of Defensive Fight and Panic were validated. This research provides the first validation of the RST-PQ in Arabic and highlights the mediating role of personality traits between FFFS, BIS and BAS subscales. Future studies should focus on cultural comparisons and further investigate the predictive validity of RST-PQ scales across different domains (e.g., clinical and occupational).