Film and technology tend to be potential tools in defining the point of departure between traditional and contemporary teaching styles. Surveyed responses of randomly selected teachers reveal common standpoints on film and technology-based materials (FTBMs)'s sustainability as catalysts in language skills integration. Their assimilated viewpoints further corroborate that FTBMs can sustain teachers' innovation in situating learners to 21st century real-world-learning environment due to their proliferation, didactic features and accessibility. Furthermore, it is indicated that when teachers' productively incorporate FTBMs in pedagogy, they can have more promising instructive functions than their entertainment value. Moreover, the study demonstrates some language-related tasks models, implications and frameworks underpropped by congruent theories and others' investigations in presenting techniques through FTBMs. It is recommended that a quantitative inquiry of this teaching strategy utilizing these materials be administered to more specific sets of varied respondents to scientifically demonstrate the extent of teachers' practices and awareness sustained by advanced statistics to produce tangible principles that may facilitate effective language skills' integration. This investigation fundamentally used descriptive analysis where symmetrical data is explicated by the mean while the modal values construed collated nominal data in interpreting respondents' central tendencies. Percentages were employed in approaching other responses. Several formulated types of Likert Scales for analyses and descriptions played major roles in approximating used variables to engender responses about this edifying approach's fortification.

Global English-Oriented Research Journal (GEORJ) is an International, Peer-Reviewed, Open Access Online Journal that is published quarterly (Mar/Jun/Sep/Dec) with ISSN 2454-5511 (International Standard Serial Number). It is devoted to breathing e-life into critical, scholarly and erudite studies and research related to multifarious facets of English Language, Literature, Linguistics and Education. In addition to being a platform for original academic articles in diverse fields of English Language and Language Education Practices (LEP), it also welcomes a few genres of Creative Writing. The main aim of this journal is to widen the level of global knowledge sharing by setting the stage for researchers & creative writers to interact with a community of readers across the globe.

The learner of Arabic as a second language is normally keen first and foremost to reach a level of competence in understanding the culture that embodies the language. As literary arts accord the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules .This paper is based on competent sources, references on the subject, samples of literary work, informational texts and the researcher’s own experience in Arabic language and literature teaching at the beginner, intermediate and advanced levels.

The purpose of this study is to find out the effectiveness of integrating into teaching English writing movies which are supported by online technologies. Using movies in English classes has become the interest of many teachers and educators, as films are believed to be very effective, appealing and motivating authentic materials. Filmic approach somehow creates a natural English language teaching (ELT) environment in the classroom and makes the instruction of English enjoyable, particularly in terms of learners. Mixing motion pictures and online technologies both of which have a very crucial role in students' life, would be fun and innovative. This study focused on teaching writing through the use of films and contemporary educational technologies among undergraduate learners. The action research was designed at Qafqaz University in Azerbaijan among 32 intermediate level students in the School of Languages. The learners were divided into experiment and control groups which were almost at the same English proficiency levels. The research involved a questionnaire consisting of 10 questions with participation of 32 learners. The study is expected to be helpful for English teachers in terms of employing movies and online technologies effectively in writing classes, not to mention it is likely be a helpful material for further researchers in this field.

This paper is an extension of the workshop titled Learning English Language, Literature and Critical thinking for Digital Natives I conducted at the UGC sponsored symposium on Learning English in the Glocalised World organized by the PG and Research Department of English, Vellalar College for Women (Autonomous), Erode, India on 24th January 2019 for the PG Students and Research Scholars of the region. Digital Natives are the children who were born since the last two decades of the 20th century when the world has been filled with computers, videogames, digital music players, cell phones, and myriads of technological toys and gadgets. The advent of the technological era has resulted in a dichotomy in the academic world which is the digital natives being taught by Digital Immigrant teachers i.e., the teachers who were born before the 1980s and immigrated into the world of modern technology. There are many clashes between the approaches of the teachers and the preferred learning styles of the learners. To bridge these gaps between them, the use of Internet Communication Technology is a viable solution. The need for incorporating ICT is a necessity in English Literature courses too. Having understood the need for incorporating internet-based technology into teaching, this paper explores various ways in which literature teaching can be enhanced using ICT to meet the learning needs of the digital native students. English literature courses are offered in most Arts colleges and Universities in India. The growing demand for these courses among young generations is not just passion driven but also because of the worldwide career scope they offer in various fields including teaching.