This article explores the various factors that contribute to enhancing students' computer self-efficacy within educational settings. This study investigates the role of pedagogical approaches, technological support, teacher-student interactions, and individual characteristics in fostering digital confidence among students. Drawing on empirical research and theoretical frameworks, this paper provides insights into effective strategies for promoting computer self-efficacy and empowering students to navigate digital environments with confidence and competence.

This paper investigates the efficacy of integrating mobile-assisted language learning (MALL) into intensive English courses to enhance language fluency. The study explores the impact of utilizing mobile applications and digital resources on English language learners' proficiency levels, focusing on speaking and listening skills. Through a mixed-methods approach, including surveys, interviews, and proficiency assessments, the research evaluates the effectiveness of MALL in fostering language acquisition in intensive learning environments. Findings suggest that incorporating mobile technology can significantly augment language learning outcomes, facilitating interactive and engaging experiences conducive to fluency development. Practical implications and recommendations for implementing MALL strategies in intensive language courses are discussed.

The contemporary news websites are dedicated to attract the largest number of the audience through their professional, interactive designs. The current study adopts Carter, Goddard, Sanger, Reah, and Bowring’s (2001) model of text analysis. The model is utilized to analyze three headlines from different news websites; from Aljazeera English, CNN, and BBC. The main topic of the headlines is the conditions and states of women in Gaza during the ongoing conflict; Hamas-Israel (2023) war. The study shows that the headlines illuminate the diverse array of challenges confronting women in Gaza, ranging from fundamental deprivations to hazardous quests for security and existential dread. They present a nuanced depiction of the intricate interplay between gender dynamics, conflict dynamics, and the resilience exhibited by women in Gaza, emphasizing the pressing necessity for acknowledgment, compassion, and intervention to alleviate their predicament at regional and international levels.

Iraqi writer Ahmed Saadawi's 2014 International Arabic Fiction Prize–winning book Frankenstein in Baghdad is the subject of this article. I contend that Saadawi identifies the origins of the terrorism.Since the United States took over the country. Rooted in terror is apprehension. Judith Butler describes the current state of affairs as "a precarious life," where the threat of violent death is ever present, and the breakdown of central authority has released the monster of fear.Furthermore, new Iraqi actors' power struggles breed egotism, demagogy, and exploitation. Recognizing that everyone is responsible is an essential theme throughout the book. A possible escape from the horrors of the civil war and slaughter would be possible if people would only accept responsibility for their actions and recognize that no one is ultimately a victim or a perpetrator.

Intercultural communication has become essential for human relationships, collaboration, and understanding in a wide range of areas, including but not limited to science, politics, economics, journalism, psychology, and education. This is due to the dynamic integration of diverse cultures all over the globe. More specifically, how communication between different cultures occurs within a scope, such educational institutions need to be a main priority for educators and instructors concerned about effective communication throughout the teaching and learning process. This study is supplemented with dimensional descriptions of intercultural communication in a culturally and linguistically varied school. Qualitative data recovered from a teacher's holistic perspective of intercultural communication provides a vivid illustration of cultural reactivity in terms of language, identity, and local customs. Furthermore, the reflection technique serves as a mirror for the instructor, allowing them to "look" again at all of the pedagogical concerns that pertain to the curriculum and the tactics. In addition, the article helps ensure that educators' voices are heard when confronted with the positive and negative aspects of communication in multicultural environments.