مطالب

Drawing on qualitative research, this study explored, from a complex dynamic systems theory perspective, the motivation of Burundi junior high school students simultaneously learning L2 French, L3s English and Kiswahili. It aimed to fill the gap in research on (1) changes in motivational dynamics and factors responsible for any fluctuations in the levels of motivation over time and (2) complex interactions between different learner variables among multiple language learners. Twelve school pupils who were all Kirundi native speakers participated in this study. Retrospective interviews were used to collect data relating to the students’ multilingual learning experiences over the period of their formal education. The findings indicated that the intensity of learning each target language fluctuated over time, with English generally enjoying the highest increase and Kiswahili the lowest and that different factors were responsible for such dynamic changes. Besides, complex interactions between the students’ L1, L2, and L3s linguistic knowledge and their foreign language learning motivations were revealed. These results indeed highlight the complex and dynamic nature of motivation in learning multiple languages. In light of these findings, practical implications are discussed based on the Burundi educational context.

Today, technological applications provide language learners with many possibilities to improve their learning. Online learning environments create opportunities for more flexibility, interaction, and collaboration in a way different from face-to-face learning environments. This study attempted to investigate the effects of synchronous distance education on the oral comprehension of Iraqi English language learners. The participants were 19 Iraqi English as a foreign language (EFL) learners in a language institute in Karbala, Iraq. All learners were following the same language course at the B1 level. These learners were randomly divided into three groups: the face-to-face control group, the experimental group taught via the Adobe Connect platform, and the experimental group taught via the Skype application. The data were collected through pre- and post-oral proficiency tests. The findings showed significant differences in the improvement of oral comprehension among the three groups. Experimental groups scored significantly higher than the control group. Moreover, the results indicated that the Adobe Connect-based instruction had a better effect on the learners’ oral comprehension in comparison to the Skype-based instruction. Concerning the performance of males and females in the experimental groups, the findings showed a significant difference between females and males in the Adobe Connect condition, with females showing more improvement. However, no significant difference was observed between males and females in the Skype group. The study stresses the mediation of virtual classrooms in enhancing EFL learners’ learning achievements. Relevant pedagogical implications for classroom practice in EFL education are presented and discussed and some suggestions are made for future research

Natural law-based self-defense draws its moral force given that it is used in the presence of an immediate threat, giving the defender government no time for deliberation and placing them in a dreadful situation where they must choose between using force in self-defense or losing their lives. The self-defense right is an essential human right that has existed and been recognised throughout history. It is accessible to both individuals and, as states formed, to states as sovereign entities. Self-defense confines rather than widens the area for public officials' discretion, unlike other criminal justice systems that fulfil important political purposes. It rejects public interest and public justification in favour of private ones. The problem to be investigated in this article is the right of self-defense can still be imposed by the state at the same time preserving the natural law in the country.  This article will analyse the view of the right to self-defense and jurisprudential analysis of the right to self-defense. The study is qualitative doctrinal research that derives its data from library-based sources. The article suggests that the state has the power to suspend our right to self-defense but certainly not extinguish it. A state may take away this natural law because of the welfare and safety of society. However, when facing immediate threat, natural law will be preserved as the State can't guarantee our safety is imminent

Inequality and its increasing process is one of the obsessions of politicians and researchers of politics domain all around the world. In political geography terminology the issue is called spatial injustice. In fact, the main focus of spatial justice is identifying and expounding the political, economic and social factors and processes paving the way for injustice and also its consequences. African States affected by imposed and optional factors have the most multiethnic diversity and have also experienced most and dangerous ethnic conflicts in the world. Ethiopia is one of the African States which have experienced long range of ethnic conflicts. This paper using descriptive-analytic method is intended to expound the role-playing of spatial justice in the formation and continuation of ethnic conflicts in Ethiopia. In fact, the main question of the article is, what effect has spatial injustice had on ethnic conflicts in Ethiopia? The research findings show that ethnic conflicts affected by spatial injustice are categorized into two main categories: first, organized and continuous conflicts which are prevalent in Shinaiel and Afdar of Somali region in East of Ethiopia, Central State and OLF conflicts in Oromo and ARDUF conflicts with Ethiopian state; second, ethnic and tribal conflicts which are visible in different regions of Ethiopia.

The present study was conducted to investigate the comparative impacts of three types of EFL teachers' mindsets on EFL learners' mindsets. The participants of the study were English Translation undergraduate students (both female and male with the age ranging of 18-35) who were selected according to convenience non-random sampling from three classes of English Grammar 1 at both Islamic Azad Universities of Karaj and Shahriyar. The total number of students in each class was 30. The course lasted 16 successive sessions. Participants were assigned into three experimental groups. At the outset, a Mindset Assessment Profile (MAP) adopted from Mindset works, INC (2002-2012) on a scale of disagree a lot to agree a lot was administered among participants in all three experimental groups. The researchers provided interventions in terms of fixed, growth, and mixed mindsets to teach English grammar. At the end of the course, the same Mindset Assessment Profile (MAP) as the one administered in the pretest phase was administered among participants in all three groups and it was demonstrated that the EFL teacher’s type of mindset can significantly influence EFL learners’ mindsets. Consequently, it was determined that helping students adopt growth mindset hinges on raising teachers’ awareness about the importance of their own mindsets as well as helping them to grow their mindsets. This study includes a variety of instructional implications for both EFL teachers and EFL learners.