مطالب

This study explores the cognitive levels targeted by reading-comprehension activities in two textbooks of English as a Foreign Language (EFL) authored by the Tunisian Ministry of Education. It adopts Freeman’s (2014) Taxonomy of Reading-Comprehension Questions to provide a quantitative analysis of the ‘categories’ vs. ‘types’ of questions used in reading activities in the two textbooks, and the ‘lower’ vs. ‘higher’ order thinking skills they require. The Analysis unveiled a recurrent pattern in the two textbooks favoring (1) question categories focusing on content and language as opposed to affect, and (2) question types focusing on explicit information and language input as opposed to questions requiring inferences, personal responses, and evaluations of the claims and views presented to learners. The diagnosed pattern is useful in developing the learners’ linguistic repertoire, but it has limited impact on developing their critical views towards the ideas presented to them and enhancing their awareness about the cultural content embedded in the reading materials.

Introduction: Redefining human boundaries through transhumanism, particularly in medicine, biotechnology, and sports, is one of the major challenges of the modern world. Advanced technologies such as genetic engineering, artificial intelligence, brain-computer interfaces, prosthetics, and exoskeletons are capable of fundamentally altering human physical and cognitive abilities and the nature of sports. these changes give rise to, including standards for improving athlete performance, ethical and justice issues, and the management of these transformations. This study aims to examine the philosophical and ethical implications of transhumanist technologies in sports as a prospective study. Material and Methods: The research was conducted qualitatively with an analytical-interpretive approach. Research data were extracted from libraries, scientific databases, and reputable electronic journal archives. Conclusion: This study explores how transhumanist technologies transform sports by enhancing human abilities while raising significant ethical concerns. These advancements challenge traditional notions of fairness and integrity in sports by merging natural and augmented capabilities, thus prompting a reevaluation of core values such as equity and sportsmanship. While these innovations offer greater inclusivity and opportunities for individuals with disabilities, they also threaten the essence of fair competition. This research underscores the need for adaptive ethical guidelines and regulatory frameworks to address these issues, ensuring that technological progress aligns with the fundamental principles of sports and human endeavor. Future research should focus on developing such guidelines to maintain the balance between innovation and fairness