To browse Academia. The paper explores the artistic engagement of British painters with the region of Provence during the 18th and early 19th centuries, highlighting the complex and often unstable identity of Provence. It examines the historical, cultural, and geopolitical landscape that shaped British perceptions of the area, influenced by a blend of personal experiences and broader anti-Catholic attitudes prevalent in post-Reformation England. Through a critical analysis of visual representations, the study reveals the dual nature of Provence as both a tangible locale and a constructed narrative within the British imagination.
Claude Berri, It places particular emphasis on the construction of the adaptations as a major French cultural event and as constitutive of what would come to be termed 'heritage cinema'.
The role of the films-in particular their lush cinematography and representation of the Provencal countryside-in the subsequent explosion of tourist interest and second-home ownership in Provence will also be discussed. Drawing on texts as diverse as Peter Mayle's A Year in Provence and the critical literature of Travel and Tourism Studies, the chapter examines the role of books and their screen adaptations in shaping attitudes to places and people.
Gouiran and M. It employs Google Docs as an educational tool to engage Saudi EFL students in online peer review to address some challenges faced instructors when they implement peer review in class. The main goals of the study are examining what kinds of corrective feedback that Saudi EFL students provide when they edit their peers' texts in Google Docs, how they can improve their texts based on the collaborative online peer review, and what their attitudes are toward using Google Docs as an online peer review tool.
The study utilizes Google Docs, an online questionnaire, and an interview as research tools; after thematic analysis, the results show that Saudi EFL students focus on local and global writing issues and provide different types of corrective feedback that aid them to improve their writing. They have positive attitudes toward using Google Docs in peer review. This tool allows them to engage in an online social environment outside the classroom, feel as critical editors, adjust their writing, and avoid embarrassment.
