Abstract

This research investigates the challenges that encountered Libyan English Teachers of implementing technology in teaching English to students in Ghyrian University. Data were collected through focused observations and semi-structured interviews. According to the data analysis, the primary obstacles that EFL Teachers at Ghyrian University encounter when attempting to teach using technology were the absence of computers, internet access, technical support, and teachers who possess the necessary skills and expertise. Additionally, it was found that higher education teachers have a favourable opinion on the usage of technology in the classroom. In order to accomplish the goal of the teaching and learning process, the study concludes that the EFL curriculum in Ghyrian university must take into account integrating technology into education.

Artificial Intelligence in Education (AIEd) is an emerging education field. This Research Paper explicitly investigates the use of AI technology in language learning specifically in English as a Second Language (ESL). In recent years, the integration of Artificial Intelligence (AI) into our lives is becoming stronger, which can be seen in many areas, such as education. This has led to a revolution in teaching methods across different disciplines, particularly in the teaching of English as a Foreign Language (EFL), where it provides useful tools for teachers. The intersection between AI and FL represents a paradigm shift in educational practice, due to its ability to personalize learning experiences, provide instant feedback, and tailor to individual student needs Therefore, the main goal of this report is to analyze the uses of AI tools in EFL, and to propose concrete and suitable AI tools to enhance the teaching-learning process.

The role of the mother tongue in second language learning has

recently sparked debates and controversies. This study investigates the

use of the first language (L1) in the learning and teaching of English as

a second language (L2) in primary school. The main goal of study is to

determine to what extent and in which instances the first language (L1)

is used and the response of second language educators when they hear

the first language (L1) in their classroom. Most educators feel that the

use of the first language (L1) should be minimized and they feel guilty

if they use it a lot. When challenged, they find it difficult to explain

why. Contrary to the use of the first language (L1), it is generally

assumed that English should be learned through English, just as you

learn your mother tongue using your mother tongue. On the other

hand, the idea that the learner should learn English like a native

speaker or try to 'think in English' is viewed as an inappropriate and

unachievable concept.

This Paper investigates the problem that EFL learners of First Year in English Department at Alassaba College commonly come across issues when pronouncing the th sounds /θ/ and / ð /.It is reported that they frequently substitutes /th/ for the voiceless sound /θ/ and /θ/ for the voiced sound / ð /. Researchers believe that learning the differences between these sounds can help the students of Arabic to be able to pronounce English consonants properly. This is due to the fact that first language can affect learning the second language. Whenever the differences are identified it will be easy for students to learn. The purpose of this study is to explore the interference of mother tongue in pronunciation field that was made by learners of English Department dealing with English sounds/θ/ and / ð. The participants were 30 EFL learners with Arabic background as their mother tongue. To help students overcome their difficulties, comprehensively instructingthe way to pronounce /θ/ and / ð / sounds correctly, using minimal pairs with numerous examples, and creating an inspired learning environment for the students to practice pronunciation are recommended, and recording the students’ pronunciation and analyzed using contrastive analysis.

This study aims to examine the difficulties that encounter undergraduate students of

fourth year at English Department of Alassaba College, in writing proposals and

research projects in the early stages. The target group for this study consisted of finalyear

undergraduates at the College of Alassaba English Department, The study

involved approximately 60 participants from the Department of English, who were

conducting their research projects in English as a Second Language (ESL). The

Research tools of the study include questionnaire with students of the target groups.

The study will explore various and common challenges/difficulties during writing the

research proposals and projects such as: difficulty in deciding the topic for research,

lack of good knowledge of the methodology, inability of finding modern, specialized

and related references, lack of interest in research, lack of understanding of the

subject matter, lack of time, and research guiding. The study also attempts to give

some suggestions/recommendations for developing the process of writing research

proposals and research projects.

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This paper investigates the problems encountered teachers of

large class size and their impact on the achievement of primary

school pupils at AL-assaba city in Libya. It examines the negative

effects of the large number of young learners in the classroom. It

intends to shed light on problems encountered in teaching English

as a foreign language for communication to such classes.

The data collection instruments used in this study were a

questionnaire and classroom observation which focused on

teachers’ performance as well as the reaction of their pupils.

 Abstract

The humanistic psychoanalysis theory on the Lord of the Flies novel is less analyzed by literary experts. Therefore, the researcher strives to give a contribution toward the humanistic psychoanalysis theory. Humanistic psychoanalysis approach is implemented in order to complete the literary work interpretation Humanistic psychoanalysis was introduced by Abraham Maslow that claims the behaviorism can give the answers on the questions happened in human life, and then he applies the tools and the principles of behaviorism. Maslow’s approach is humanistic psychoanalysis have shown by many people as a good preventive on the behaviorism features which has mechanistic system and the psychoanalysis features which is dark and full disappointment things. The lord of the Flies novel was one of profound American novel in 1954. Therefore, this research strives to reveal the existence of this novel as the representative of the personality and requirement each character toward humanistic psychoanalysis approach. 

https://dspace.zu.edu.ly/bitstream/handle/1/2293/Walid%20Al-Dawy%20Al-Mashreqi.pdf?sequence=1&isAllowed=y

رابط البحث

The impact of using Total Physical Response in teaching vocabulary to younger learners in Assaba area (Jandoba Preparatory School)

Waleed aldhawi almishraqi

Faculty of Arts –Assaba

University of Gharyan

Abstract

The purpose of this study is to ascertain whether teaching vocabulary to students through Total Physical Response is effective. The 8th grade and his English teacher at Jandob Preparatory School were the case study of this paper. In collecting data, the researcher used test and interview. The tests were used to know the improvement of the vocabulary after using TPR method. Meanwhile, the interview was used to know to what extend teacher know TPR. According to tests results showed that improvement of students after using TPR from 41.6% to 74.2%andthe information obtained from the teacher's interview shown that he was unaware of TPR. The findings of the study support the idea that TPR improve students' vocabulary understanding.

Key words : Total physical response(TPR), vocabulary, students, elementary, pupils.

هدف هذه الدراسة هو التأكد مما إذا كان تدريس المفردات للطلاب من خلال الاستجابة الجسدية الكلية فعالًا. وكانت دراسة حالة الصف الثامن ومعلم اللغة الإنجليزية في مدرسة جندوبة الإعدادية هي موضوع هذه الورقة. في جمع البيانات، استخدم الباحث الاختبار والمقابلة. استخدمت الاختبارات لمعرفة تحسين المفردات بعد استخدام طريقة الاستجابة الجسدية الكلية. في حين استخدمت المقابلة لمعرفة مدى دراية المعلم بالاستجابة الجسدية الكلية. ووفقًا لنتائج الاختبارات، أظهرت تحسينًا في مستوى المفردات للطلاب بعد استخدام الاستجابة الجسدية الكلية من 41.6٪ إلى 74.2٪ ، وأظهرت معلومات المقابلة التي تم الحصول عليها من المعلم أنه غير مدرك للتقنية. تدعم نتائج الدراسة فكرة أن الاستجابة الجسدية الكلية تحسن فهم المفردات لدى الطلاب

كلمات مفتاحية: الاستجابة الجسدية الكلية (TPR) ، المفردات ، الطلاب ، المرحلة الإعدادية  ، الطلاب.