Technology can be a robust tool for converting learning. It can help assert and improve relationships between instructors and learners, change our methods to learning and collaboration, narrow long-standing availability gaps, and modify learning experiences to meet the needs of all learners. This study aimed at investigating the students' perceptions and attitudes towards blended learning in the English Department at Hebron University (HU), learning whether the blended learning approach is suitable at HU or not, and investigating some teachers' attitudes towards blended learning in the English Department. So as to collect data for analysis, a questionnaire was distributed to English-major students and an interview was conducted with professors in the English Department. The major findings of this quantitative and qualitative study have revealed that the blended learning approach has a great acceptance from the students, and the instructors have favorable views towards using it to ensure the success of the teaching/learning process.

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This paper is an attempt to apply Brown and Levinson's (1987) politeness theory on Lady Macbeth's speech in Shakespeare's Macbeth. By analyzing her dialogues in the play, the researchers try to find the politeness strategies in these dialogues, and the reasons behind preferring the use one strategy over another. After classifying the analyzed selected parts of the play and arranging them according to Brown and Levinson's (1987) politeness strategies, the researchers found that power, status and distance play the biggest role in preferring one strategy over the others. Moreover, the findings revealed that Lady Macbeth's ideology leads her to prefer one strategy over another in order to perform her plans successfully.

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This qualitative research paper investigated Dangarembga’s Nervous Conditions (1988) in relation to Foucault's (1990) concept of circulating power relations. The researcher explored the destruction and construction of some of the characters' identities due to the impact of the 'superior' English colonial language. It shed light on the resurrection of some of the females' identities due to their exposure to colonial education that came as a result of their resistance to different forms of power, which is reflected in their speaking styles. The first section highlighted the unequal power relations and the effect of education inside the Rhodesian community. The second section highlighted the change in the power relations due to the 'Englishness' that resulted in helping some characters to retrieve their own identities after their productive resistance against patriarchal and colonial powers. In the end, the results of this study confirmed the circulating nature of power relations.