Many students of secondary classes in French medium schools struggle to write fluently and accurately as they approach university English entrance exams. However, very few students succeed in efficiently acquiring the necessary writing skills in due time. To investigate this deficiency, this study was conducted. The aim of this action research was to explore the impact of integrating Inquiry-Based Learning Approach (IBLA), ongoing assessment, and blogging to solve the problems students face when they write essays for varied purposes. The study was performed on two private French medium schools. In each school, the participants were divided into two groups: one experimental and one control. Both groups were taught the same essay genres. However, the experimental groups in both schools were taught by means of integrating the Inquiry-Based Learning Approach and ongoing assessment. On the other hand, the control groups continued using the conventional techniques. At the end of the instruction, a summative test took place. The results were analyzed quantitatively and qualitatively. The analysis of the results showed that integrating ongoing assessment and IBLA resulted in better scores with the experimental groups.

Writing is an essential task for self-expression. While it is normal for otherwise healthy students to struggle with handwriting, for a small group of students with a transcription learning disability (LD) called dysgraphia, rather than improving the learning process, writing creates a major hurdle that interferes with learning. Because most of their energy is spent on the process of writing, students with dysgraphia risk falling behind at school. More importantly, they are vulnerable to cumulative emotional and behavioral problems which are often left unattended.  Art therapy and technology have been incorporated in a variety of ways into treatment of LDs. In the current study, a new hybrid model that builds on earlier empirical research is prosed to provide a compensatory strategy to assist students with dysgraphia. The concurrent treatment approach incorporates drawing activities with the use of mobile devices (specifically the application WhatsApp) to facilitate the self-expression of students with dysgraphia, restore their self-confidence and enhance their skills to a level commensurate with their aptitude while attending to their psychological well-being. Furthermore, the suggested trifold plan is intended to help students with dysgraphia by directly targeting their morphological awareness. The ultimate goal of the interactive strategy is to improve the environment in which students with dysgraphia are learning so that they can focus on their creativity and feel less excluded in normal classrooms. Further empirical research on concurrent dysgraphia treatments is warranted.

Stylistic awareness of a text-the knowledge of syntactic, semantic, and/or pragmatic features-leads to an overall understanding of a discourse. The study will focus on the stylistics of news genre as authentic material in classrooms. The aim of this article is to draw a comparison between the language features used in online news and those used in the printed newspapers to underscore the linguistic characteristics of such media. The data to analyze will be collected from two European news media. The electronic tool will be the BBC online news http://www.bbc.co.uk/news/, while the printed one will be International Herald Tribune. The purpose of this study is to highlight the linguistic variations, if they exist, between the two media. The language will be studied in terms of syntax, semantics, and pragmatics, showing how these linguistic subfields can affect the language and determine the level of complication in understanding meaning. For discourse analysis, the same theme and topic will be selected. Examples and samples from both media will be posted to display the differences of language use. The comparison will be organized and divided into three subtitles: Syntactic Differences, Pragmatic Differences, and Semantic Differences. The paper will also focus on the effect of hyperlinks on the language and how the unlimited amount of information compressed in the virtual media make the online news unique. In addition, the limitations and weaknesses of both media will be addressed to take the research a step forward in order to make teachers aware of the flaws while using these genuine objects in language classrooms.

Auditory Processing Disorder (APD) is a Learning Disability (LD) that many Lebanese learners suffer from. What is needed is a method that can be implemented in schools as part of the curriculum. A musical approach can help diminish this deficit. This research aims at finding and implementing a constructive musical learning environment that could be of help to those students in order to break the barriers between them and proper education. Lebanese students with APD suffer from lack of awareness toward their particular situation. Instead of being given proper assistance without discriminating them from other students, they are treated either the same as learners without LD or in a manner that makes it hard for them to fit in with their classmates. The purpose of this paper is to examine the positive effect of the musical approach that could be of help to students with APD in Lebanon, so as to work with their phonological difficulties and prevent it from being an impediment in their learning process.