مطالب

Dans les sermons 1, 91, 177 et 211 du Nahj al-Balagha, divers aspects des montagnes sont abordés avec des expressions destinées à éveiller chez l'humain une compréhension plus profonde du Créateur, unique et puissant. Les scientifiques et chercheurs en géologie démontrent que les montagnes se forment et évoluent au fil de longues périodes, principalement à travers des processus tels que la subduction aux frontières instables des continents, le plissement des couches terrestres ou encore l'intrusion de magma donnant naissance à des structures volcaniques. Une analyse du terme « montagne » et des descriptions qui y sont associées dans ces sermons révèle une concordance remarquable avec des découvertes géologiques établies, telles que les plaques tectoniques, l'isostasie, les racines profondes des montagnes, leur structure interne, la régularité des mouvements terrestres, ainsi que les bénéfices des montagnes pour la planète. Ces observations témoignent non seulement de la précision scientifique des descriptions, mais renforcent également leur origine révélée. 

The integration of technology in second language education has made online collaborative writing (OCW) a valuable method for enhancing writing skills. Despite this, its effects on writing skills and technological self-perception in Ethiopia have not been thoroughly explored. This study aims to fill this gap by assessing the impact of OCW, through the use of Wiki and Telegram applications, on writing skills and technological self-perception within Ethiopia's English as a Foreign Language (EFL) setting. Forty-five intermediate IELTS candidates from a language school in Utopia were randomly divided into three groups: the Wiki group (n = 15), the Telegram group (n = 15), and a control group (n = 15). They participated in pre-tests, interventions, post-tests, and completed a technology self-perception survey both before and after the intervention. The one-way ANOVA results showed that the Wiki and Telegram groups outperformed the control group in post-test writing skills. However, no significant difference was found between the Wiki and Telegram groups' post-test writing skills. Moreover, both groups reported a more positive view of technology following the intervention. These outcomes hold significant implications for EFL stakeholders in Ethiopia and pave the way for further research.

The present study investigated whether individual or collective reflective journals could lead to teachers’ professional development and professional identity (re)construction. To this end, 30 Iranian EFL teachers were selected through convenience sampling. The participants wrote pre-workshop reflective journals individually and collectively and attended a reflective consciousness-raising workshop for eight sessions. The participants were informed about the major tenets of reflection, professional development, and professional identity (re)construction in the workshop. Afterward, they wrote post-workshop reflective journals again individually and collectively. The participants sat follow-up interviews for the researchers to find out which kinds of journals better helped them develop professionally and (re)construct their professional identity. The findings showed that individual reflective journals and collective reflective journals contributed to teachers’ professional development and professional identity (re)construction respectively. The findings might imply that stakeholders involved that is EFL education policymakers, curriculum developers, and syllabus designers hold interactive workshops for pre-service and in-service teachers on reflective journal writing which might lead to both EFL teachers’ professional development and identity (re)construction. Moreover, it is recommended that the decision-makers and senior managers develop systematic checklists addressing those influential factors found in the present study to contribute to teachers’ professional development and professional identity construction.