Abstract... 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 strategies that indicate the four roles: organizer, facilitator, counselor, and manager. Furthermore, the findings reveal that while a significant percentage 95% out of 40 teachers promote learning as social participation, a small number of respondents encourage their students to engage in English practices outside class. The results also highlight the significance of creating conducive atmosphere and engaging students in decision-making process in order to promote learner autonomy. However, although teachers use various techniques to enhance learner autonomy, the findings show that they encounter a number of challenges like students’ focus on passing the exam with high grades, students’ lack of independent skills, rules and regulations of the faculty that enhance teacher-centred approach, and insufficient resources.
Abstract... 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 enhanced practical language proficiency and increased learner confidence (85%). Assessment practices predominantly favor performance-based methods (75%), supplemented by continuous feedback mechanisms. The study recommends strategic interventions such as targeted professional development initiatives, improved resource allocation, and pedagogical adaptations tailored to local educational contexts. Ultimately, this research underscores the communicative approach's potential to enhance language acquisition outcomes within Libyan educational environments, contingent upon addressing systemic challenges and bolstering supportive frameworks.
Abstract... 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 questionnaires with 100 students and semi-structured interviews with 5 students and 7 teachers. Findings revealed that students were learning for the exam and neglecting the actual knowledge acquisition. Furthermore, students adopted test-oriented strategies, emphasizing test-related materials, rote learning, and mock examinations, with tutorials and family support playing vital roles in their exam preparation. This study’s finding added to pertinent literature new insights into the notion of washback to the learner, filling a gap in this domain, particularly in the Libyan context. The findings also provide valuable insights for educational stakeholders and more importantly for teachers and curriculum designers in language education in general and the Libyan education system in particular.
Abstract... 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 method followed in this research is the descriptive and analytical approach. Previous studies: the research has been divided into three sections. The first section: the implicit patterns in Al-Mutanabbi’s praise to Saif al-Dawla. The second section: the implicit patterns in Al-Mutanabbi’s praise to Kafur. The third section: the implicit patterns in Al-Mutanabbi’s praise to Ibn al-Amid and Adud al-Dawla. The conclusion: it summarized the results, the most important of which was Al-Mutanabbi’s poetry received a positive response and admiration, and people’s attention was drawn to it. Al-Mutanabbi was able to compose in his poetry the strongest poems that express courage, generosity, pride, and sacrifice.
Abstract... This study deals with the concept of a jurisprudential rule related to borrowed life, and aims to study and analyze this jurisprudential rule, and raises the question of whether this life is equivalent to nothingness, or does it have a moral value and existence, and the importance of the study lies in the legal rulings that result from each of them after reviewing the different jurisprudential opinions, especially contemporary ones, so that the legal framework is available to deal with such issues in light of Islamic law, by presenting a comprehensive vision on how to achieve a balance between commitment to legal principles and the necessity of adapting to the developments of the era, in a way that achieves the objectives of Islamic law.
Abstract... Among the permissible things in announcing the marriage are witnessing at the time of the contract, the feast, beating the tambourine and permissible singing. The jurists have permitted concluding the marriage contract in the mosque, and they are between recommending and permitting it. It is conditional upon them being free from any evil, whatever it may be. What we have come across in the books of Sunnah has not been proven to indicate that concluding the contract in the mosque in particular is a Sunnah that the Messenger of God, may God bless him and grant him peace, established and commanded. As for the phrase “and make it in the mosques” mentioned in the hadith of al-Tirmidhi, it has not been proven, and it came through the narrator. Isa bin Maimon, and critics have weakened it, and no witness or follower has been found to support it.