Extensive reading is reading as much as possible, for one's own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students' e-devices, as opposed to traditional book-reading in an ESL context. It aims at providing answers as to how e-book reading affects the students' reading rate, their reading comprehension, and their attitudes to reading. A group of 40 freshman female students studying in the College of Basic Education, in the English Department participated in the study. Students' writing diaries together with two questionnaires made up the tools of the study. The data was analyzed both quantitatively and qualitatively. The findings indicate that e-reading may accelerate the progress of the students' reading rate, which might be due to the utilization of the reading application features that trains the students to practice faster rates of reading. As for the comprehension level, the students reported lower levels when they read from an e-resource. On the other hand, the students' attitudes towards e-reading tend to be less positive when compared to conventional book reading, due to a number of extraneous factors that were not part of the inherent nature of the e-reading activity. Future studies on e-reading, whereby confounding factors will be rigorously controlled for are highly recommended to reach out more conclusive findings on the matter.

Following the steps of countries known for their rigorous education systems, and under the supervision and recommendations of the World Bank in 2015/2016, Kuwait placed a considerable budget to instigate a curriculum reform, via the implementation of Competence-Based Curriculum (CBC), which was adapted three years ago. However, the relatively modest outcome was controversial and did not meet the expectations of both policymakers and teachers. This study investigated the factors that hindered progression of CBC in the English curriculum as expressed by ESL teachers in the field. The study utilized a mixed-method design whereby both quantitative and qualitative data were used to fulfill the research objectives. Findings indicate that ESL teachers generally held positive views on CBC, yet several obstacles hindered CBC efficacy in the schools of Kuwait. The study also listed a number of pros and cons of CBC practice in Kuwait. Interviews with stakeholders brought a number of issues of misconduct, if not contained, no curriculum reform would gain the anticipated positive outcomes. Research objectives were addressed as a recommendation for future planning of curriculum change, contributing to the field of study.

The current study aimed at investigating the characteristics of the phonic-based approach and seeking to show two points: the first was the students' ability to recognize the English sounds (/p/, /v/, /ʧ/) when heard (which will be tested by reading to children). The second point was the ability to realize these sounds while reading.

Jacquesson, Svetlana (2010), Pastoréalismes: Anthropologie historique des processus d'intégration chez les Kirghiz du Tian Shan intérieur (Wiesbaden: Reichert/ « Nomaden und Sesshafte », Band 14). xii + 281 pp., bibliography, index. ISBN 978-3895007699. La recherche qui fait l' objet de ce livre a été effectuée dans le double cadre de l'IFEAC (Institut français d' études sur l' Asie centrale Tachkent) et du projet international « Nomadisme, identité, ethnicité: espaces et pouvoirs locaux en Russie, au Kirghizstan, au Niger et en Mauritanie » (ACI 501869 du CNRS) dirigé par André Bourgeot.Après avoir, en introduction, dessiné à grands traits, à la fois le phénomène pastoral comme « fait social total », c' est-à-dire sans oublier sa composante tribale, et les approches qui en ont été faites d'abord comme phénomène historique par l' ethnographie soviétique, puis comme phénomène économique et social par l'anthropologie anglo-saxonne, Svetlana Jacquesson entre en détails dans la description des processus d'intégration des Kirghiz du Tian Shan intérieur, proche de la frontière avec le Kazakhstan (une carte de situation aurait été utile). Elle suit, pour ce faire, une progression chronologique.Le chapitre II, intitulé « Les références du passé », commence par décrire ce que l' on pourrait appeler, pour faire bref, le système « traditionnel », point de départ de l' évolution qui va suivre: l' organisation de la société kirghize en lignées patrilinéaires; la répartition des pâturages entre des domaines politico-économiques (top) dirigés par des manap; enfin, le système pastoral caractérisé par des déplacements verticaux entre des stations pastorales d'hivernage et d ' estivage, et par l' exploitation d'un cheptel composite (moutons, chèvres, chevaux, vaches, yaks, chameaux, auxquels s'ajoutent des molosses et des lévriers ainsi que des oiseaux de chasse) aux usages diversifiés (monte, portage, traite, tonte, boucherie, etc., sans oublier les usages sociaux par le biais de la transmission, des échanges, des prêts et des dons d'animaux, ainsi que du partage de leurs produits).Ce système subit un premier changement d'importance avec son « Inclusion au système colonial russe » (chapitre III). On assiste durant cette période