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To make language learning more effective and help teachers attain their objectives, different teaching tools and aids have been suggested. Indeed, the research literature has witnessed an increasing interest in finding out what can make from the language classroom to make it a stimulating learning atmosphere, where a variety of teaching supports are provided. This is because the teachers' role is no longer limited to their talk, the use of textbooks and the board, but rather, it requires more flexibility in teaching to match learners' learning needs and styles. Therefore, e-learning has been widely implemented to help teachers attain this objective. Nevertheless, introducing technological tools in the classroom may be conceived as a threat by some teachers, instead of a supporting language means. This may occur mostly in case where teaching concerns elderly people in a given educational context. Indeed, integrating such tools and achieving the intended objectives behind their use may be hindered by these learners' lack of technical skills, unfamiliarity or fear to deal with them. Thus, teachers are more likely to be confronted with a set of challenges in teaching elderly people using ict. As a result, motivation may not be attained and learners may get deprived from the benefits which this learning mode can provide. Thus, the question which remains addressed in this respect is how to integrate ict more effectively in teaching languages to elderly people, while overcoming the different risks associated with its use? In an attempt to answer this question, this paper introduces a set of practical teaching suggestions which aim at helping teachers motivate elderly people into the use of ict within lifelong learning contexts. These suggestions concern English language teaching , but they are not exclusively limited to it, as they can be implemented in different teaching contexts. They arrange from raising learners' awareness and making them more familiar with using ict to promoting their motivation in and reflection over language learning.

With the rapid developments and changes with digital technologies, teachers are challenged to develop their thinking and practice to instill critical minds able to participate actively in the knowledge society. Indeed, students need to develop the necessary 21 st century skills that enable them to thrive for today's economy. According to the Educational Testing Service (ETS) (2007), the 21 st century learning skills refer to the ability to a) collect and/or retrieve information, b) organize and manage information, c) evaluate the quality, relevance, and usefulness of information, and d) generate accurate information through the use of existing resources. To achieve this goal, teachers' professional identity has been further questioned, thereby generating debates and issues regarding their role. What teachers need to know, what beliefs they should hold and how they can achieve their professional development, are among the core intentions of today's teacher education. Within this concern, this article aims to explore teachers' professional identity to support teachers and teacher students understand their role and the conception of learning in 21 st century education.

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Portfolios can serve a crucial role in helping students develop their critical thinking in writing, thereby promoting write-to-learn philosophy in education. Still, not any portfolio's content and approach can guarantee the achievement of this goal. Teachers' concern in promoting students' critical thinking needs to be reflected in their decision that is related to the evidences of students' needs that helps to select their approaches of integrating and using them into class. Students' reflection needs to underpin all stages of portfolio assessment through providing opportunities for their decision-making, initiation and creativity. Therefore, this chapter puts forward a student portfolio model along with its content and process of use. This learning tool was integrated within the course of Written Expression and used by 33 students at the Department of English at Abdelhamid Ibn Badis University during the academic year 2013-2014. Recommendations are also provided in order to make it a vehicle for critical thinking.