Teacher motivation and learner engagement are two essential elements of effective teaching and learning. However, while much research has examined them separately, fewer studies have explored how they interact over time in classroom settings. This paper investigates the reciprocal relationship between teachers’ motivation and students’ engagement in language classrooms. Drawing on a longitudinal mixed-method study, the research aims to understand how teachers’ motivation changes during the academic year, how it influences students’ participation and how student engagement feeds back into teachers’ professional identity and commitment. The study also connects these classroom dynamics to institutional priorities and educational policy contexts. Findings are expected to highlight how teachers and learners mutually shape each other’s motivation, offering insights for teacher education, school leadership and policy development.

Vocabulary acquisition and retention are essential elements of language proficiency, particularly for English as a Foreign Language (EFL) students. Traditional approaches to vocabulary teaching, including rote memorization and repetitive drills, often fail to maintain long-term retention due to their limited interactivity and engagement. In recent years, technology-based activities (TBAs) have emerged as innovative tools to enhance vocabulary learning and retention. These activities include mobile applications, online games, digital flashcards, multimedia resources, and collaborative digital platforms that provide immersive and interactive learning experiences. TBAs promote active learning by allowing students to engage with content in meaningful ways, receive immediate feedback, and practice repeated retrieval, which strengthens memory and facilitates long-term retention. In addition to improving retention, technology-based activities foster learner autonomy, enabling students to manage their own pace of learning and adapt strategies according to their individual needs. They also support multimodal learning through the integration of visual, auditory, and contextual cues, which enhances cognitive processing and vocabulary encoding. Moreover, TBAs offer opportunities for collaborative learning, where students can participate in digital discussions, peer feedback, and content co-creation, reinforcing social interaction and cooperative knowledge construction. Despite their advantages, the implementation of TBAs requires careful consideration, including access to reliable technology, avoidance of cognitive overload, and appropriate instructional design. This study investigates the role of TBAs in enhancing vocabulary retention among university EFL students, examining the types of activities that are most effective and identifying pedagogical strategies for successful integration into the curriculum. The findings highlight that TBAs not only increase motivation and engagement but also contribute to higher levels of long-term vocabulary retention and overall language proficiency. The study also discusses implications for educators, suggesting strategies for systematic integration, monitoring of learning progress, and promotion of collaborative digital tasks. Finally, it provides directions for future research, emphasizing the exploration of adaptive technologies, gamification, and innovative digital learning tools that could further enhance vocabulary acquisition and retention. Overall, the study underscores the significant potential of technology-based activities to transform vocabulary instruction and support the development of proficient, autonomous, and motivated EFL learners.

This paper examines the significant role of social media in the dissemination of Islamic knowledge, with particular reference to the "Tambaya da Amsa" (Question and Answer) Islamic Telegram channel. Accordingly, library research, internet sources, and selected questions and answers posted in the Telegram channel were used for data collection. Meanwhile, the paper highlights the contribution of the general public in facilitating the role of the Telegram channel in disseminating Islamic knowledge by asking questions related to Islam. It also notes the significant contributions of some Muslim scholars in enhancing the role of the Telegram channel in disseminating Islamic knowledge, particularly on rulings regarding female Muslims, by conducting research and providing answers. In addition, the paper analyzes the lessons learned from some of the selected questions and answers. The paper concludes by offering recommendations to various stakeholders, such as the government, social media practitioners, Muslim scholars, and the general public, on promoting the dissemination of Islamic knowledge through social media channels, with a view to achieving more effective and fruitful impacts.

This article is an enquiry work of the poetic elements in the writing of Sinan Antoon, an Iraqi poet, novelist and translator, whose works are to a large extent gravitated around the interrelated thematic areas of war, exile, and memory. It identifies the literariness of Antoon with the wider Anglo-Arab semiotic environment and situates the study of his poetry in trauma, memory and diasporic writing. It describes and analyses how his lyric ballet choreographies of victims of violence and displacement become loud while at the same time, silently resist a complete erasure. The article through close and detailed first-hand engagements with the emphasized texts and contemporaneous theoretical, critical, and cultural historiographies shows how Antoon’s art work first of its character and steadily grows into one sort of witness and artistic refuse against it. Moreover, his bilingual composition and self-translation emphasis the issue of representation and cultural mediation, thus his poems are able to flow not only within one linguistic but also geographical and spatial areas. Sinan's writing is the model that built on the heritage of previous war and exile poets, at the same time, it is a work which always considers the condition of Iraq as a result of the Gulf War and sanctions, U.S. invasion, sectarian conflict, and the consequences of all these events. In the final stage, this piece of writing is communicating the idea that Sinan Antoon's poetry is a manifestation of cultural memory, which renders a visual record of destruction, utters the voices once muted, and celebrates the power of literature which, first of all, sees and thereby remembers and resists.

This paper undertakes a meticulous stylistic dissection of William Golding's novel, Lord of the Flies (1954), meticulously excavating the intricate symbiotic relationships between narrative techniques, linguistic nuances, and thematic resonances that undergird the novel's enduring pertinence. Through a stylistic lens that scrutinizes narrative voice, characterization, symbolism, and imagery, this study lays bare the deliberate artistic choices that Golding wielded to illuminate the shadowy recesses of human nature, the precipitous collapse of societal structures, and the abyssal ambiguities of morality. By interrogating the fault lines where language, psychology, and social dynamics intersect, this analysis reveals the intricate narrative machinery that underpins Golding's haunting portrayal of civilization's precarious fragility, yielding profound insights into the human condition.

The study was qualitative in nature to examine master's students' perceptions of the Clinical Psychology program at An-Najah National University with respect to the challenges associated with the use of SPSS, the statistical software, during the statistics courses as well as in the course of conducting their research projects. It also aimed toward exploring the significant factors that increase the severity of these challenges and documenting the proposed students' solutions to overcome them. The study employed interpretive qualitative methodology in which semi-structured interviews were conducted with a purposive sample of 10 students who had previously experienced usage of SPSS. The findings with thematic analysis revealed five major categories of difficulty, which included: Weak theoretical background in statistics, Technical challenges in operation of software, Barriers related to English terminology, Anxiety and lack of confidence, and limited access to training or academic support. In addition, it was found that the students, where some had prior training or broader exposure to practical side, reported fewer difficulties. Key solutions suggested by the participants towards this end include extra workshops on SPSS skills, inclusion of more hands-on, applied activities in courses, providing resources in Arabic, and establishing departments that will offer consultation on statistical matters and foster collaboration among peers. The study concluded by providing practical recommendations to improve the learning environment, reduce statistical anxiety, and empower students to independently and confidently use SPSS in their academic research.

This article explores the feasibility and effectiveness of using indigenous languages to teach science subjects in Nigerian junior and senior secondary schools. Guided by Cummins’ Linguistic Interdependence Hypothesis, which posits that conceptual knowledge acquired in a first language can transfer to second language learning, the research investigates how mother-tongue instruction influences science comprehension. Both qualitative and quantitative methodologies were employed, including interviews with a selected number of teachers and students, focus group discussions, and classroom observations across linguistically diverse regions. Findings indicate that teaching science in indigenous languages enhances students’ understanding, engagement, and participation by making abstract concepts more accessible. However, the study also identifies challenges, such as limited instructional resources and insufficient teacher training. The research concludes that while indigenous language instruction holds promise for improving science education, its success depends on policy support, curriculum development, and teacher capacity building.