Libyan EFL Teachers’ Beliefs about Learner Autonomy at a Libyan University

Kamila A. Algwil
The study investigates Libyan EFL teachers’ perceptions of learner autonomy at a Libyan University in Libya. The aims of this study are to explore teachers’ perceptions and perspectives of learner autonomy in teaching English to undergraduate students and to investigate the role of Libyan EFL teachers in promoting undergraduate Libyan EFL students’ autonomy in Libya. Mixed method approach is used in order to triangulate data. The methods to collect data are questionnaires and semi-structured interviews. The sample includes 40 Libyan EFL teachers who are chosen purposely. Thematic analysis is used to analyse the data into a priori themes and emergent themes. The results show that the majority of the teachers have positive attitudes towards learner autonomy. The findings reveal that Libyan EFL teachers encourage students in their classrooms to be independent learners. They implement different teaching strategie.

Examining the Application of the Communicative Approach in Language Education in Libyan Secondary schools: Insights, Obstacles, and Suggestions

Adel I. Ghawalek
Sara M. Maiteg
Yousif H. Manita
This study investigates the implementation of the communicative approach in Libyan language education through semi-structured inquiries conducted with educators. The findings underscore a predominantly favorable reception (80%) among teachers, highlighting the approach's efficacy in cultivating authentic communication and fostering student engagement. Task-based learning emerges as particularly endorsed (85%), facilitating practical language application within genuine contexts. However, educators universally acknowledge challenges such as limited access to authentic materials, large class sizes, and entrenched pedagogical traditions. Teachers emphasize the critical need to accommodate cultural and linguistic diversity (50%) while noting significant benefits, including enhan.

The Washback Effect of a High-stakes EFL Examination on Third-Year Secondary School Students' Preparations, Strategies, and Practices in Misrata – Libya

Abdulhamid M. Onaiba
Sara A. Alreeh
The influence of high-stakes examinations on teaching and learning is known as washback. The phenomenon remains under investigation in various aspects of language teaching and learning. High-stakes examinations may lead students to concentrate on exam preparation and cause them to shift towards test-oriented strategies rather than genuine knowledge acquisition. The purpose of this research study is to investigate the impact of the Secondary Education Certificate Examination in English (SECEE) on students' preparations, strategies, and practices vis-à-vis the studied exam. To this end, a mixed-method approach was employed, utilizing.

The implicit patterns in Al-Mutanabbi’s praise to Saif al-Dawla, Kafur, Ibn al-Ameed, and Adud al-Dawla

Mohammed M. Faid
This research hopes to add something new to Arabic literature. The nature of this research required it to be in three sections. As for the research plan, it contains an introduction in which the researcher’s and research circumstances were recorded. Research problem: the research problem was to answer the following question: Was Al-Mutanabbi’s ambition achieved through the implicit patterns in his praise to the princes? Research questions: What is the extent of the implicit patterns in Al-Mutanabbi’s praise to Saif al-Dawla? Kafur? Ibn al-Ameed, and Adud al-Dawla? Research objectives: the research aims to reveal Al-Mutanabbi’s Arab and Islamic tendency and reveal the dimensions of the Arab personality. The importance of the research: the importance of the research is evident as Al-Mutanabbi fascinated other poets, to the point that they became dependent on him. They wanted to follow him but were unable, and they tried to rise to him but were unable. Research methodology: The me.