مطالب

Cet article présent, nous ne projetons en aucune façon d'établir ou de définir ce qu'est l'art, dont l'œuvre d'art en ontologie. Ce n'est pas notre préoccupation aujourd'hui, et non plus davantage de la plupart des artistes contemporains. À la recherche d'une ontologie bien particulière sur l’œuvre d’art contemporain, Roger Pouivet, le philosophe contemporain français, l'appelle « l'ontologie appliquée ». Il s’agit de considérer l'œuvre en tant que telle, sans se préoccuper des catégories fondamentales qui la possèdent. À ce stade, il paraît nécessaire de parler du changement de paradigme dans le champ d’arts plastiques, qui résulte de l'apparition des œuvres des textes écrits ou oraux.  En ce qui concerne le concept de « Zugganzes » de ’Heidegger, il faut bien comprendre, quoi qu'il en soit, le cumul des éléments nécessaires jusqu’à ce que l’établissement d’un système s’achève. Cela veut dire que pour un processus de créer une œuvre d'art contemporain il explique qu’à la fois chaque élément a son rôle clé, même indispensable, et une mission pour compléter le rôle des autres éléments. Au fur et à mesure de cet article, nous répondrons aux questions de recherche : 1) Comment peut-on mettre en avant un processus de détermination d'une œuvre d'art qui s'enrichit des textes écrits ou oraux, en époque contemporaine ? 2.) Pourquoi et pour quelle raison a-t-on choisi de mettre en lien les deux concepts de « Zugganzes » et de l'hypothèse de « l'ontologie appliquée » dans ce travail de recherche ? Cette recherche essaye de nous montrer que: les œuvres d'art contemporaines qui sont considérées comme des textes visuels enrichissent des textes écrits ou oraux. En effet, cet acte vise à attirer l'attention des spectateurs en tout temps et en tous lieux. À la fin, on comprendra qu’il est possible de créer visuellement des textes symboliques en pratiquant simultanément les textes écrits ou oraux comme des éléments visuels et en profitant de leurs contextes.   

The present study aimed to explore how the ELT curriculum is perceived, adopted, and implemented by EFL high school teachers. This study also shed some light on several effective factors in curriculum planning and practicing. Data for this study came from a survey and follow-up interviews with EFL teachers. The Findings revealed some critical systemic gaps between policy and practice: (1) a disconnect between policymaking processes and established ELT pedagogical theories; (2) insufficient incorporation of stakeholder voices, particularly teachers, during policy formulation; (3) neglect of teacher agency, professional needs, and motivational factors in curriculum design; and (4) an absence of foundational needs analysis research to inform policy decisions. The study underscores the imperative of prioritizing teacher autonomy, participatory policymaking, and evidence-based frameworks in curriculum development. To mitigate disparities between policy objectives and classroom practices, recommendations include decentralizing decision-making to empower educators, integrating teacher feedback into policy cycles, leveraging academic expertise, and fostering context-sensitive adaptations of global ELT methodologies. These insights contribute to broader regional discussions on educational equity, teacher professionalization, and sustainable language policy reforms in institutional settings.

Higher levels of student engagement are positively linked to higher learning achievement. However, enhancing student engagement in underprivileged and crowded educational contexts, specifically where high-tech tools are not available can cause a major challenge for teachers. The current study attempts to enhance students’ engagement in their learning by incorporating mini white-boards (MWs) as low-tech response systems. To this end, in a time-series design, an instruction-feedback cycle via mini white-boards was manipulated over a semester. Ten 10th-grade students, all from similar low socio-economic backgrounds and living in rural areas, participated in this study. Data were collected through observing students’ behaviors using engagement checklists. An attitude questionnaire was also administered to assess students' perceptions of using mini white-boards in their learning context. Descriptive statistics were used to summarize individuals’ engagement patterns across the study period. Additionally, a mixed-effects model was employed to account for individual variability and to assess the effects of the intervention on students’ engagement over time. The results indicated that using mini white-boards caused significant improvements in students’ overall engagement and attitude. The findings suggest that using low-tech solutions in low socio-economic settings can foster student engagement by allowing real-time feedback, collaborative interaction, and personalized participation.

As a national high-stakes test of English proficiency, MSRT needs further scrutiny of reliability. Thus, the present study aimed to investigate different sources of variation that may impact the MSRT test-takers’ reading comprehension. Accordingly, some factors including the reading topics, item types, and participants’ general proficiency were delved into based on the scores obtained from 60 MSRT prospective candidates. Upon administering a sample of the reading subtest taken from a recent version of MSRT, the collected data was dichotomously scored and then analyzed in terms of internal consistency, inter-correlations, and causal patterns. The yielded results showed an overall reliability of 0.86 for the reading module, while a moderate interrelationship was obtained amongst the passages (r = 0.47) as well as the item types (r = 0.44). Furthermore, the Mixed ANOVA results demonstrated that topic and item type significantly affected the reading performance, whereas the proficiency factor did not play a conspicuous role in distinguishing the participants’ reading accomplishment. Both theoretically and operationally, the results reported through this study may stress the need for reconsidering the influence of such test-method facets as topic and item type in the MSRT reading subtest to upgrade the test’s unidimensionality and fairness.