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The potential effectiveness of various kinds of written corrective feedback (CF) has been the focus of CF investigations that did not reach firm conclusions about which methods of correction can more successfully facilitate students’ grammatical development. A good majority of the studies investigated an unfocused approach to CF while a focused approach has received far less attention. In line with this argument, the current study employed a pre-test, immediate post-test and delayed post-test design and set out to investigate the potential efficacy of unfocused and focused written CF in L2 accuracy development. The study incorporated 86 EFL students allocated to one control group and two experimental groups. Students in the focused group were corrected on irregular and regular past tense, while students in the unfocused group were corrected on a greater range of grammatical categories including irregular and regular past tense as well and learners in the control group received no written CF. Results of two-way repeated measures ANOVA and a set of ANOVAs with post-hoc evaluations revealed that in the short-term duration both treatment groups increased their accuracy but the efficacy of the focused CF found to be resilient.

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Although the outbreak of COVID-19 necessitated greater emphasis on digital education systems in Lebanon, public schools encountered barriers to implementing such improvements, chief among which involved English language teachers’ lesser level of technology implementation (LoTI) capability in addition to their lower level of technological, pedagogical, and content knowledge (TPACK). Sixty students and four teachers were involved in this study. The teachers were asked to complete a survey and the data collected were analyzed quantitatively to investigate the relationship between the teacher respondents’ level of understanding of information communication technology (ICT) implementation and the TPACK construct. To obtain additional information on the teachers’ ICT competency, each was interviewed at the onset of the academic year using Newhouse’s model (2002). To examine the relationship between students’ performance and teachers’ LoTI, IBM SPSS Statistics (Version 25) was used to analyze the interview data in addition to the results obtained from the experimental and control groups of the pre-and post-tests. These results revealed a constructive association between instructors’ ability to combine their content knowledge with their best pedagogical practices and technology knowledge to leverage students’ writing competency. This research explored this relationship in a novel approach that may be utilized by AlRafid school to provide a basis for further studies in various academic contexts at other public schools in Lebanon regarding teachers’ technology use and understanding and its impact on student achievement.

The objective of this research is to connect Arabic theoretical linguistics with modern linguistics, not by disregarding the present and attributing the later theories solely to Arab grammarians and rhetoricians, as has often been assumed. Rather, this research aims to qualitatively explore the linguistic accomplishments of ancient Arab scholars from a contemporary perspective and identify commonalities and controversies between past and present perspectives. Specifically, this study focuses on Sibawayh's interpretation of functional linguistics and its final formulation by Jakobson. Additionally, the study aims to analyse and compare the principles of language and grammar advocated by ancient Arab linguists and contemporary linguists to deepen our understanding of language and its role in human society. The results of this study reveal that while Sibawayh concentrated on the analysis of structure and function in Arabic grammar, modern linguists such as Jakobson have broadened their approach to include a wider range of perspectives including sociolinguistics, psycholinguistics, and neurolinguistics. Therefore, it is essential to acknowledge the contributions of Sibawayh as his work formed the foundation for language theories in general and linguistics in particular.