The present investigation studies the influence of mass-media discourse on foreign language instruction. In fact, the phenomenon largely known as the ‘information explosion’ has already been with us for some time, however, due to the widening spectrum of related problems it has increasingly turned into a matter of real concern in scientific discussions. If one tries to reduce the subject to FL instruction, one cannot but confirm a general feeling of uneasiness with regard to the multiple difficulties that the teacher encounters in the use of mass-media means in the FL class. Consequently, we advance that problems like imbalances in information, intercultural unawareness and imported programmes that are politically bias represent a real challenge to the effective employment of media in FL education. In an attempt to provide some solutions to such questions, we have undertaken a field work study with the collaboration of FL teachers and Master students of English studies at Mohamed Kheider University of Biskra. A mixed research methodology has been adopted and, accordingly, two research tools have been used, namely a needs analysis questionnaire that has been submitted to the students enrolled in Discourse Studies, and the organisation of a workshop with a sample study of FL teachers at the Department of English Studies and Literature. The principal objective that we have reached- after the elaboration of a needs analysis procedure and workshop activities with teachers- is the efficient and advantageous use of mass-media discourse as an educational tool in teaching English as a foreign language. In sum, the process of careful selection and appropriate exploitation constitutes the necessary prerequisite of the utilization of mass-media language in FL.
This study explores how industrial firms could have achieved stronger competitive performance if artificial intelligence–driven human resource management (AI-HRM) practices had existed during earlier stages of industrial production. The central objective is to estimate the potential impact of AI on organizational efficiency and workforce performance by constructing a counterfactual scenario grounded in empirical data. Using an industrial firm dataset, the research develops a counterfactual analytical model that links key HR indicators training intensity, absenteeism, labor productivity, turnover rates, and workforce allocation to a set of organizational performance outcomes such as profitability, operational efficiency, defect reduction, and total output. The model employs regression-based simulations and predictive estimation techniques to project how AI-supported HR processes in recruitment, workforce planning, scheduling, evaluation, and competency management might have altered these historical outcomes. Specific attention is given to how AI could enhance precision in staffing decisions, improve skill-task matching, reduce information asymmetries in performance evaluation, and optimize the coordination between human and technological resources. Findings suggest that firms characterized by high labor intensity, rigid hierarchical structures, and limited coordination mechanisms would have experienced the strongest efficiency and productivity gains under an AI-HRM scenario. The simulations show notable reductions in absenteeism, better alignment between training and production needs, and measurable increases in output per worker. Overall, the study highlights the strategic value of integrating AI into HRM by demonstrating that, even in past industrial contexts, AI could have operated as a cognitive and organizational stabilizer, reducing inefficiencies and reinforcing the firm’s capacity to adapt, coordinate, and perform.
William Blake’s short lyric “And did those feet in ancient time,” later titled Jerusalem, has long held a paradoxical place in British cultural and national identity. This research paper argues that William Blake used his poetry to challenge the cultural, industrial, and political norms and changes of his time. While different revolutions were taking place simultaneously, and while England Christians led monarchy lived in abundance and riches, people were living in poverty, disaster and illness, hence Blake uses a language that brings forward not only mythic imagery to challenge conventional notions of English national identity, but also proposing a prophetic vision, which is both imaginative and ethical in terms of his nation. Blake uses the art of poetry and engraving to raise a voice and call for collective moral effort and striving for one purpose: the hope of restoring the nation’s status as a great country, in which people would live in prosperity and abundance. Making England green again echoes Ezekiel’s prophetic voice in which dry bones are brought to life, symbolising the possibility of national and spiritual revival. The poem critiques industrial modernity (“dark Satanic mills”) even as it calls for the construction of a new symbolic “Jerusalem” through inner transformation and collective moral striving. This analysis aims to demonstrate that any change in ideology will affect national identity and people’s lives. Artists and poets play a crucial role in raising awareness and becoming the voice of the people to address such matters, often in a radical tone.
This study examined primary English teachers’ perceptions regarding the implementation of flipped learning for young learners (ages 9-12) in Poland. Data collection employed a mixed-methods approach to collect data via surveys from 42 teachers and semi-structured interviews with 5 teachers. The results indicate technology is indeed most prevalent with young learners. However, teachers showed high levels of uncertainty about using flipped learning as the primary teaching method with this age group. Teachers mainly view Flipped learning as a supplementary tool, due to several challenges such as the need for consistent parental involvement, and students’ access to technology, The study asserts Content and Language Integrated Learning (CLIL) particularly as a suitable environment for flipped learning to enhance young learners’ English proficiency, provided strategic support to enhance student engagement.
This study examines how final-year ENS (École Normale Supérieure) Constantine trainee English teachers evaluate the pedagogical value, limitations, and ethical implications of using generative AI for lesson planning during their compulsory school-based training. Drawing on semi-structured interviews with 44 trainees (22 Bac+5; 22 Bac+4), the study employs a qualitative thematic analysis to trace how trainees negotiate AI’s affordances in relation to the realities of their practicum settings, including curricular demands, inspection requirements, and classroom conditions in Algerian middle and secondary schools. Findings show that trainees view AI as a helpful starting point that accelerates idea generation, yet they consistently judge its outputs insufficient without substantial adaptation, particularly regarding assessment, differentiation and contextual relevance. Ethical concerns, apprehension about inspector scrutiny, and infrastructural limitations further restrict trainees’ willingness to adopt AI. Trainees call for practicum-embedded AI training, clear institutional guidelines and mentor-supervised classroom piloting to ensure responsible integration. The study highlights the need to align AI literacy, pedagogical training and institutional policy within pre-service teacher education.
