The proliferation of digital streaming platforms has profoundly altered media consumption patterns, particularly among the collegiate population. This article aims to comprehensively explore television binge-watching within this demographic, focusing on its conceptualization, the underlying motivations (gratifications) that drive it, and the self-reported consequences. By synthesizing extant literature, this study provides an integrated perspective on this widespread behavior. Findings indicate that binge-watching is a complex activity fueled by desires for entertainment, emotional escape, and social engagement. Concurrently, it is associated with a range of perceived negative impacts on academic performance, sleep quality, and physical well-being. A nuanced understanding of these dimensions is crucial for educators, parents, and students to effectively navigate the evolving digital media landscape.

This study aims to understand the individual factors influencing the transfer of continuing professional training skills among ENA agents . Through an approach combining theoretical analysis and field research, this article is based on a qualitative and quantitative study, conducted with a sample of twenty-eight (28) respondents. Several key determinants are highlighted. Individual factors, such as learners' representations of training, its perceived usefulness and individual skills, play a central role in the application of acquired knowledge. The results of this study allow us to make suggestions aimed at optimizing the impact of continuing training within the ENA, by strengthening support systems and adapting training to the professional realities of agents. Continuing professional training is an essential lever for developing skills and improving the performance of public administration agents. However, the effectiveness of these training courses depends on learners' ability to transfer their skills to work situations.

This study focuses on the innovative application of large language models (LLMs) in college spoken English teaching. Based on the ever-evolving principles of Human-Computer Interaction (HCI), it systematically analyzes the functional positioning and implementation paths of LLMs in three traditionally core educational roles: language consultant, conversational language partner, and oral production assessor. Through case studies of prompt engineering in teaching scenarios such as listening and speaking training, situational dialogue, and real-time feedback, this paper explores the practical value of LLMs in pronunciation correction, academic oral training, and cross-cultural communication simulation. The research shows that while LLMs still face multiple challenges at the technical, pedagogical, and ethical levels, they can effectively compensate for the traditional shortcomings of oral language instruction at the college level, such as insufficient interaction and delayed feedback.