Choice

The present article aims to explore the notion of Existentialist essence in the major and minor characters of Albert Camus’s short story “The Guest.” It also takes it upon itself to investigate the different implications of the setting of the story. The central questions of this survey, therefore, are: which of the characters of the short story can be said to have developed a sort of personality we associate with Existentialism? What can be inferred from Camus’s choice of the setting? To answer the questions, this moral/philosophical study first reviews the basic tenets of Existentialism in a nutshell and then probes them as well as their functions in the characters and the setting of the narrative. The present research argues that the only person who fits into Camus’s conception of an Existentialist hero is Daru, even though The Arab, too, develops certain traits which are attuned with the Existentialist mindset. It is also revealed that in “The Guest,” there are significant allusions toThe Myth of Sisyphus, Inferno, Hell, Notes from Underground, “The Waste Land,” and Psalm 23, which create a gloomy setting and represent Daru as a modern Sisyphus. A possible implication is that Camus is effectively comparing the plateau/Algeria/the world to Hades/inferno/Hell and that he is identifying himself with Daru and the people living in the mid-twentieth century with the residents of Tartarus.

In the postmodernism era, considering the new technological facilities, researchers are trying to improve the traditional learning process by presenting some new learning models. One of these models, called blended learning, tries to present special ways and solutions to blend synchronous and asynchronous learning. The flipped classroom, subcategorized in this model, reverses the traditional classroom formats. This study investigates the role of this model in EFL learners’ perceptions of class activities and their language achievement. In doing so, two classes in a high school, 10th grade, were selected as the participants. In the experimental group, the flipped learning approach was implemented through the creative software, developed by the researchers. The software was designed based on the book that students were supposed to study that semester. The software framework was Storyline which is a suitable software for creating interactive courses. Learners’ perceptions were also measured by using the translated version of the 'Students Perceptions of Classroom Activities' scale. The results revealed that the flipped learning approach could account for over 70 percent of Choice perception, about 50 percent for Challenge, and 10 percent for Joy perception. The results also demonstrated significant impact of flipped learning on language achievement. The results of this study would help instructors and practitioners to use technology in their teaching program and be optimistic about its amazing results in their learners’ outcomes.