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This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.

We explore in this paper the impulse to share our academic work via social media as well as the impact this sharing has on our senses of self as scholars and persons. We argue that this sharing raises a number of important philosophical questions: In what way does the branding or profiling encouraged by X/Twitter impact on our personal identity? How does the publicness of this particular platform disrupt the intimacy that lies at the heart of all edifying human relationship? And to invoke the terms of critical theorist, Axel Honneth, can we as teachers and researchers recognize ourselves in the social media sphere? Writing from the perspective of philosophy of education, Conroy and Smith (2017: 706) have argued that the contemporary university has been taken over by 'Professor Lookatme' and 'Dr Loudmouth' -- but we are interested in the extent to which these caricatured figures are necessarily representative of today's academy. While our paper draws attention to the dark side of social media, then, it still explores the possibilities for authentic selfhood as well as meaningful community in our increasingly digitized academic worlds.

In this practice-based pedagogical paper, we, the university faculty of Education, Food and Nutrition, Sociology, and History in the U.S., describe how we started a Reflective Practice Teaching Circle at our institution for interdisciplinary dialogue about the effective use of social media (SM) for teaching and learning. Our discussions led to the design of the Social Media Entry Model that educators can use for decision-making. We begin this paper with a brief synthesis of scholarly literature describing students' SM use and how higher education faculty use SM to support 21st-century skills development. Next, we describe the institutional, individual, and pedagogical barriers that prevent faculty from embracing SM as a teaching and learning tool. Based on our shared vision and praxis, we present the Social Media Entry Model and describe how educators can use it when deciding how to integrate SM into the formal or informal curriculum. Through our narratives, we illustrate how we use a variety of SM platforms and different entry points in the model to enhance students' 21st-century skills. We also discuss the legal and ethical issues that educators must consider to ensure that university students use SM in a socially responsible manner.

Background: The emergence of ChatGPT in the education literature represents a transformative phase in educational technology research, marked by a surge in publications driven by initial research interest in new topics and media hype. While these publications highlight ChatGPT's potential in education, concerns arise regarding their quality, methodology, and uniqueness. Objective: Our study employs unconventional methods by combining altmetrics and bibliometrics to explore ChatGPT in education comprehensively. Methods: Two scholarly databases, Web of Science and Altmetric, were adopted to retrieve publications with citations and those mentioned on social media, respectively. We used a search query, "ChatGPT," and set the publication date between November 30th, 2022, and August 31st, 2023. Both datasets were within the education-related domains. Through a filtering process, we identified three publication categories: 49 papers with both altmetrics and citations, 60 with altmetrics only, and 66 with citations only. Descriptive statistical analysis was conducted on all three lists of papers, further dividing the entire collection into three distinct periods. All the selected papers underwent detailed coding regarding open access, paper types, subject domains, and learner levels. Furthermore, we analysed the keywords occurring and visualized clusters of the co-occurring keywords. Results and Conclusions: An intriguing finding is the significant correlation between media/social media mentions and academic citations in ChatGPT in education papers, underscoring the transformative potential of ChatGPT and the urgency of its incorporation into practice. Our keyword analysis also reveals distinctions between the themes of the papers that received both mentions and citations and those that received only citations but no mentions. Additionally, we noticed a limitation that authors' choice of keywords might be influenced by individual subjective judgements, potentially skewing results in thematic analysis based solely on author-assigned keywords such as keyword co-occurrence analysis. Henceforth, we advocate for developing a standardized keyword taxonomy in the educational technology field and integrating Large Language Models to enhance keyword analysis in altmetric and bibliometric tools. This study reveals that ChatGPT in education literature is evolving from rapid publication to rigorous research.

The growing presence and impact of predominantly female online influencers suggests the proliferation of a cultural phenomenon that characterizes the social aspects of our digital lives. Working with the notion of gender and maker literacies, this paper shines light on newer forms of making practices by looking at influencer cultures of five popular online social media platforms. Situating the research in a Caribbean context, this paper examines the "influencer culture" by looking at the platformized literacy practices of four Caribbean female influencers and using the concepts of literacy sponsorship and creolization as lenses through which to view the interrelationships and accompanying practices between the influencers and their local and global followers. The paper argues that social media platforms are strategically curated digital-maker spaces that influencers use to shift and change literacy practices and perspectives related to gender, language, and culture. Findings from this qualitative study suggest that these influencers' sponsorship of creolized literacies is reflected in their power to enact social change and transformation through advocacy, consciousness, and community-building. The paper concludes by considering the potential for such social actors and their digital-making practices to influence our contemporary global sociocultural and educational landscapes.

This paper presents data capturing Korean university students' familiarity with English online acronyms, examines factors that may predict this familiarity, and presents an explicit instruction intervention involving vocabulary knowledge of online acronyms. The Vocabulary Size Test (VST) measured students' vocabulary size, while a self-report survey measured social media engagement and the percentage of engagement that occurred in English. The Vocabulary Knowledge Scale (VKS) measured initial familiarity and gains in vocabulary knowledge. The results suggest that English learners in Korean universities are not well-acquainted with English online acronyms, but that receptive vocabulary size and English-language social media engagement may offer some predictive power regarding their level of familiarity. An explicit treatment of acronym expansions and their uses resulted in a significant and robust gain in vocabulary knowledge, suggesting that explicit instruction of online acronyms may improve digital literacy and comprehension of computer-mediated communication (CMC) more effectively than simply relying on incidental gains through repeat exposures over time.

This literature review examines the significance of Critical Media Literacy (CML) in higher education. The rapid digitalization and globalization have intensified media dissemination, raising critical issues about information authenticity and its societal impacts. CML empowers individuals to critically analyze media, discern between reliable and unreliable sources, recognize biases, and understand the broader socio-political implications of media messages. The study leverages Stuart Hall's Encoding and Decoding Theory to dissect how media messages are constructed, disseminated, and interpreted, emphasizing the need for critical engagement in the post-truth era. The review highlights the detrimental effects of fake news and disinformation on democracy and trust in institutions, stressing the importance of integrating CML into higher education curricula to foster informed and engaged citizens. The paper also discusses the methodological limitations in current research and the necessity for comprehensive teacher training and systemic changes in educational institutions. Ultimately, this study underscores the transformative potential of CML in developing critical thinking, promoting democratic engagement, combating media manipulation and misinformation, and advocating for its inclusion in education policies and practices to prepare students for the complexities of the digital media landscape. [Note: The page range (14-34) shown on the PDF is incorrect. The correct page range is 14-35.]

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual self-esteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learner-centered approach to effective teaching and learning, especially when facilitated by SNSs.

Social media serves as a virtual platform for young people to foster community and amplify marginalized voices, allowing them to actively engage with societal issues and take on roles as activists, advocates, and allies. A 2021 study (McDaniel, 2022) on teens revealed diverse literacy practices employed to address social justice, civil unrest, police brutality, state-sanctioned violence, the global pandemic, and other challenges faced by diverse communities. In a comprehensive three-month multi-case study focusing on the online literacies of teens of Color, the author examined how one youth, Tatum, an 18-year-old Black social justice activist, utilized social media for critical literacy practices and civic engagement. This paper emphasizes Tatum's multiliteracy practices and explores the intersection of justice-oriented activism, social media literacies, and youth identity work. The study advocates for the importance of recognizing youth of Color's multiliteracies and how it enriches teachers' pedagogical practices, providing critical insights for educators.

This paper explores ways to integrate social justice issues pertaining to decolonization and anti-racism into the world language classroom at all levels of instruction. It describes tasks designed to introduce language learners briefly to German colonialism, raise awareness of colonial legacies in contemporary German-speaking societies, and familiarize students with current decolonization initiatives. By engaging students with the complex diversity of German-speaking societies, the tasks provide examples for diversifying and decolonizing the language curriculum while fostering collaboration, critical thinking, and transcultural sensitivity. The examples highlight approaches to anti-racist pedagogies and ways of incorporating social justice practices across all levels of instruction and applicable to all languages.

This paper discusses the factors affecting the behaviours for coping with fake news among young people. The data were collected from a survey conducted in late 2019, which sampled 2112 secondary school students from 21 partnering schools. This study aims to understand the opinions and behaviours of teenagers towards disinformation when fake news was prevalent during the anti-extradition bill protests in Hong Kong. It finds that awareness of the problem alone had limited influence in facilitating coping strategies. Civic awareness and interaction with social media were useful predictors of internal and external coping behaviours, respectively. Confidence about one's ability to detect fake news was a crucial factor, yet a concern for the value of truth stood out as the strongest predictor of fake news coping behaviours.

This paper describes forms of online youth civic engagement that center the experiences of youth with historically marginalized identities and documents ways that youth are civically engaged. Twenty U.S.-based, digitally active youth ages 16 to 21 years old were interviewed. Seven participants (35%) identified as female, nine (45%) as male, and four (20%) as gender nonbinary. Twelve (60%) identified as a first or second generation immigrant. Youth were recruited through youth-led movement accounts on Twitter and contacted via Direct Messaging. Semi-structured interviews were conducted with youth between March and September 2020, a period spanning the outbreak of COVID-19 and rise in participation in the Black Lives Matter movement. Inductive Constant Comparative Analysis was used to document forms of youth civic engagement on social media and understand how youth ascribed meaning to their civic engagement. Framed by literature on critical consciousness and psychopolitical resistance to oppression, findings highlight three forms of online youth civic engagement: Restorying, Building Community, and Taking Collective Action. These findings indicate that, for youth with identities that have historically been marginalized, social media is an important context to be civically engaged in ways that resist oppression and injustice.

Objective: This paper examines the ways in which young people in Eastern Canada learn about menstruation and construct personal period pedagogies through embodied experiences and encounters with digital and social media. Design: A qualitative exploratory approach was undertaken to elicit the stories and voices of young people who menstruate. Menstruation is conceptualised as a deeply bio-social phenomenon and knowledge was understood as created, contested and negotiated across settings and contexts. Methods: Semi-structured interviews were conducted with nine university students (ages 19-23 years) in Eastern Canada as part of a pilot project informing a broader study about menstruation education and menstrual experiences. To be eligible for inclusion, participants were required to have experienced one menstrual cycle in the past 6 months and engaged with social media at least once per week. Setting: This project was conducted in a small University town in Maritime Canada. Results: Young people interviewed learned about menstruation through knowledges assembled from conversations family members and peers, educational and medical settings and content encountered on social and digital media. Three themes were developed from the analysis. The first two capture how young people actively try to 'Fill in the Gaps' left by conventional menstrual education approaches and therefore turn to informal and narrative knowledges circulating on social media in efforts to answer the question 'Am I normal'. The third theme describes how participants actively 'Balance Authority and Intimacy' when seeking menstrual information that resonates with their embodied experiences. Conclusion: Substantial gaps exist in the menstrual knowledges available to young people, particularly in relation to the embodied and emotional dimensions of having and managing a period. Digital and social media have the capacity to contribute to personal period pedagogies by acknowledging and exploring aspects of menstruation not adequately addressed in other contexts.

Mobile learning (M-learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M-learning, ChatGPT and social media in university students' academic performance. It was a cross-sectional quantitative investigation, and data were collected from 600 university students through a self-developed questionnaire having four subscales (M-learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M-learning is a significant contributor to students' academic performance at the university level ([beta] = 0.460, t(598) = 12.663, p < 0.001). Social media were found to be significantly mediating the relationship between M-learning and academic performance with coefficient B = 0.267, SE = 0.038, t(597) = 7.08, p < 0.001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B = 0.288, t(596) = 2.50, p = 0.013), but the interaction term had an insignificant effect on the relationship between M-learning and academic performance ([beta] = 0.292, t(596) = -0.43, p = 0.668). The study suggests that M-learning can improve students' performance. The influence of social media and the non-moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M-learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning.

The popularity of social networks turns them into a legal method for promoting a healthy lifestyle, which benefits not only people but also different countries' governments. This research paper aimed to examine the Keep fitness app integrated into WeChat, Weibo and QQ as regards long-term improvements in health-related behaviors (physical activity, nutrition, health responsibility, spiritual growth, interpersonal relationships and stress management) and assess the associated risk of increased social media addiction. Students from Lishui University in China (N = 300) participated in this study, and they were formed into control and experimental groups. The Healthy Lifestyle Behavior Scale and Social Media Disorder Scale were used as psychometric instruments. The Keep app was found to improve respondents' scores on the parameters of physical activity, nutrition and health responsibility (P = 0.00). However, the level of dependence on social media did not change in either the control or the experimental group during the year of research (P [greater than or equal to] 0.05). It is concluded that fitness apps can be an effective tool to promote healthy lifestyles among young people in China and other countries. The feasibility of government investment in fitness apps to promote healthy lifestyles is substantiated.

Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

Emergency remote teaching of listening comprehension is a challenge requiring rethinking of the delivery methods and use of technologies. The paper presents an approach to teaching listening comprehension remotely to students of translating and interpreting for whom this skill will be crucial in their future profession. The aim of the study was to examine the impact of using YouTube videos with captions in listening comprehension lessons on the students' listening skills and their confidence in foreign language use. A standard questionnaire was used to record their learning experience. In spite of being taught remotely, students improved in listening comprehension and profited from being able to consider their individual needs during listening assignments. They used captions in comprehension difficulties similar to those in real life, such as strong accents, fast speech, and unknown words. Positive correlation was identified between the use of captions and students' performance in listening tests. It appears captions have a potential to help improve in listening, recognizing accents, segmenting connected speech, and acquiring new vocabulary.

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners' native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners' native culture awareness and share some practical teaching and learning experiences in an English course called "Multimedia and Foreign Language Learning." The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.

This paper reports a study coauthored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a "3A" framework of Awareness, Application, and Action: first, the assessment raised "Awareness" of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could "Apply" in their future careers; and third, "Action" describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum.

When transitioning from a familiar learning culture to a United Kingdom higher education (HE) culture, international students face a number of academic, cultural, and linguistic challenges. This paper considers the obstacles that international students experience and critically analyzes the use of social media to aid the academic transition of a group of postgraduate international students. Specifically, it analyzed the use of Yammer to support peer collaboration and communication to enhance academic development of a group of Southeast Asian international students undertaking an MA at a UK university in the North of England. The student feedback suggested that social support networks were important for academic engagement and development. This paper recommends more training on the affordances of Yammer, additional online tutor presence, and more scaffolded activities.

The purpose of this study is to reveal the meanings teachers attach to social media and their experiences regarding the use of it for educational purposes. A qualitative research design and phenomenological approach were adopted in the study. The participants were formed using criterion and snowball sampling methods and consisted of six teachers working in different branches in primary and secondary schools. The data obtained was analysed using the content analysis method. The results revealed that teachers used social media for personal and professional development. Teachers considered the educational content on social media sufficient, beneficial, and useful. Furthermore, social media is an alternative and supportive mechanism that can overcome shortcomings in resources. The use of social media for education by teachers had a positive impact on students. This research provides teachers who want to address and engage with the students of the twenty-first century and other stakeholders in education with striking examples of how social media can be used effectively for educational purposes in practice. The study also categorized teachers' experiences. [This study was presented as an oral presentation at the International 100th Year Education Symposium held in Samsun on October 26-28, 2019.]

According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients' health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools -- often used to support simulations -- took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the face-to-face sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a shared artefact and striving to make virtual simulations actually collaborative, rather than limited to envisage student interactions in the debriefing phase. The paper also proposes a number of research areas seldom investigated and that would deserve further attention in the future.

This paper is a critical case study tracing the professional history of a self-professed open educator over more than two decades. It frames the narrative of an individual as a window on the broader arc of the field, from early open learning as a means of widening participation, through the rise of the participatory web at scale, to the current datafied and extractive infrastructure of higher education. It outlines how the field of online education has changed, as the web and the social and societal forces shaping use of the web have shifted. Through these lenses of change, the case study explores the dilemma facing open and participatory education at this juncture: that the current structure of the web threatens privacy, higher education governance structures, and the spirit of open, participatory sharing. The paper explores the problem of the web as one without direct solutions but does consider ways that educators might mitigate their open practice in more critical directions.

This study aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, "which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material". Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.

This study sought to find out whether educated Arabs read paper or digital materials; which reading technologies they use; amount of material they read; the place where they read; how much time they spend on reading; when they read; how they reduce distractions; how they motivate themselves to read; how they interact with the text; their reading rituals; and whether there are significant differences in reading habits according to gender, age, area of specialty and educational level. Unsolicited responses to a Twitter survey from 172 male and female adult Arabs with different ages, educational levels and areas of specialty showed that 13.5% use reading technologies, 15% prefer to listen audiobooks, and 71.5% read paper books. 16% read an hour a day; the majority read less than an hour a day and 13% read whenever they can. Some read 10 pages a day; others finish three chapters/articles a week; 14% read before bedtime; 15% listen to audiobooks while driving, working out, walking, cooking, and running errands; 5% read during wait times; 4% read before they start work; 3% read during their break at work; 3% read in the afternoon; 3% read after sunset prayer, and over the weekend. Some carry their Kindle device with them and read anywhere. To reduce distractions, 23% set a specific time for reading; 12% stay away from their smart phones or turn their mobiles to the silent mode; 6% read in a quiet place; 6% use a timer; 3% drink coffee to focus; 2% listen to music; and some use a pencil and paper to take notes and underline. No significant differences were found among respondents in terms of gender, area of specialty, educational level, the type of material read, reading technologies and applications they use, how much time they allocate to reading, where they read, how they reduce distractions, how they motivate themselves to read, their reading rituals and how they interact with the reading material. The study gave recommendations for encouraging the young generation to read in the age of social media and distractions and which technologies help them develop better reading habits.

Technology is here to stay and transfer our entire lives, including modes of communication and education. Its deep impact on our educational lives during the COVID-19 pandemic which forced education everywhere to go online cannot be denied. Technology-Mediated Language Learning (TMLL) otherwise known as Computer- Assisted Language Learning (CALL) in its various realizations (online and offline) has been a common, but limited, practice in many educational encounters for a few decades. Its recent, more widespread use on a global scale has brought to the fore less-attended but thornier issues such as social justice. This paper takes social justice in TMLL as the starting point and attempts to outline social (in)justice issues addressed in published papers on this topic from 2015 to 2023 (4 years before the pandemic up to now). To this end, relevant articles (following the inclusion/exclusion criteria) were identified (N = 16) and examined meticulously in terms of utilized data collection tools, social justice issues addressed, as well as theoretical and pedagogical implications. The review uncovers that more attention has been drawn to social justice issues in online classes after the pandemic compared to the pre-pandemic period. The studies further signify the prominent role of language teachers in promoting social justice, highlight the widening digital gap between learners, and bring to spotlight hegemonies and governing power influencing social media content.

Toppling the statue of the slave merchant Edward Colston in Bristol, removing the monuments of King Leopold II from public places in Belgium, Black Lives Matter protests, and mass demonstrations targeting remembrance of certain chapters of the history of the Global North -- these are some of the significant events that drew attention to the ongoing disputes around the legacy of colonialism during the summer of 2020. These developments form an integral part of the long-drawn-out process of decolonisation: decolonising the culture of the former mother countries. From museology through the natural sciences and linguistics to visual arts, vast areas of the academic, scientific, and cultural scene of the Global North are crucially affected by decolonizing tendencies, with the teaching of history arguably among the most disputed ones. This paper reviews the key decolonising aspirations of history teaching in the United Kingdom by studying the goals, messages, methods, and endeavours of three movements: "Why Is My Curriculum White?," "The Black Curriculum," and "Rhodes Must Fall Oxford," address different levels of education and urge the transformation of numerous aspects of history teaching (teacher training, curricula, teaching methodology, etc). Source materials examined include the work, teaching aids, and written, audio, or video content published on various social media platforms by these three organisations, as well as parliamentary papers and reports of public and non-governmental bodies.

Digital literacy among undergraduate student is very important, because in the current digital era, the younger generation is expected to be able to master digital literacy for various benefits for learning and their future. The objective of this paper is to identify the success factors for enhancing digital literacy among undergraduate students. To address this issue, we used PRISMA flowchart, which offers a methodological framework and reporting procedure for the current review. There were 20 articles which reviewed in this paper. These findings show that seven main factors have emerged to answer the objective of this study, namely digital knowledge, communication skill, collaboration skill, ICT infrastructure, social environment, social media, and learning activity. This paper is expected to foster the interest of other researchers and reveal other factors that can influence factors for enhancing digital literacy among undergraduate students, because many other factors can also be raised in research on digital literacy in the world of education.