This study explored Libyan EFL student-teachers’ perceptions on utilizing artificial intelligence as a writing-assistant tool in the process of writing narrative essays. The study was conducted at the Faculty of Education at the University of Tripoli. The participants were thirty-three EFL student-teachers who were enrolled in the Writing 3 course. Case study is the chosen research design. Data were collected through focus groups and questionnaires.  Data were analyzed qualitatively and quantitatively. The findings indicated that the participants generally maintained positive perceptions as they considered AI as a helpful tool in providing assistance in a various ways, such as suggestions for improving essay content, vocabulary, grammar and the quality of the essay in general. The participants also emphasized the necessity of enhanced guidance regarding properly using these tools within their writing process with the aim of avoiding plagiarism. Data have shown that the difficulties they encountered while using AI were in that AI tended to give them general information, provided them with limited suggestions, and made it more difficult to completely avoid plagiarism. Therefore, the researcher believes that this study paves the way for Libyan academics to further explore Libyan EFL student-teachers’ perceptions on using AI in the narrative writing procedure and its impact on their writing skills.

The aim of this study was to investigate CALL (Computer Assisted Language Learning) student-teachers’ perspectives on Kolibri E-learning platform as an alternative to face-to- face learning in emergencies and crises. The study was conducted at the Faculty of Education at the University of Tripoli. The participants were seven student-teachers who are enrolled in the CALL course of the English department. The exploratory case study design was the best-suited design as it helps in exploring the student-teachers’ views on using Kolibri E-learning platform as an alternative to face-to-face learning during emergencies and crises. Data were collected through a focus group discussion and questionnaires that were distributed via Google Forms. Data were analyzed qualitatively. The findings of this study revealed that the participants had a positive view on the platform under study. Some participants favored this platform over other well-known applications as it was more convenient to utilize and navigate through. The findings also showed that the features of Kolibri E-learning platform might be a suitable solution for periods of crises, the most effective of which is the platform’s ability to function without internet connectivity. This research provides a base for Libyan teachers, scholars, and policy makers to build upon in order to examine the possibility of integrating this platform in Libyan classrooms.

The aim of the study was to explore Libyan EFL student-teachers’ attitudes towards pleasure reading and its impact on their academic proficiency, as well as the challenges they might face while reading for both academic purposes and pleasure. The study was conducted at the Faculty of Education at the University of Tripoli. The participants were thirty-one student-teachers who are under preparation at the English Language Department to become EFL teachers in the near future. The exploratory case study design was the best-suited design as it helps in exploring the student-teachers’ attitudes of pleasure reading as a source of enhancing students’ academic achievements. Data were collected through a questionnaire that was published via Google Forms. Data were analyzed qualitatively and quantitatively. The findings revealed that students had mostly positive attitudes on the impact of pleasure reading on their academic performance. Student-teachers believed that pleasure reading enhanced their reading comprehension, writing skills, enlarged their vocabulary bank, and lead to their grammatical accuracy. This research offers opportunities for Libyan academics to further studies that explore the impact of pleasure reading on Libyan EFL students’ academic proficiency.

The aim of the study was to explore the perceptions of Libyan EFL student-teachers towards creating and using interactive PowerPoint games in English language teaching (ELT) and the challenges they have faced while creating them. The study was conducted at the English Department of the Faculty of Education at the University of Tripoli. The participants were 42 student-teachers. The chosen research design was the exploratory case study design to explore the phenomenon of creating and using interactive PowerPoint games in ELT from the perspectives of the Libyan EFL student-teachers. Data were collected by gathering student-teachers’ reflective journals. Data were analyzed qualitatively. Data analysis revealed that even though the Libyan EFL student-teachers had many challenges while creating and using their homemade interactive PowerPoint games, they had positive perceptions of creating and using them in ELT. This study invites Libyan researchers and practitioners to conduct further studies that would investigate the impact of creating and using interactive PowerPoint games on Libyan EFL learners’ language proficiency.

The aim of the study was to explore the perceptions of Libyan EFL students on the factors affecting their Spoken English language proficiency. The study was conducted at the English Department of Africa University in Tripoli. The participants were 26 students. The chosen research design was the exploratory case study design. Data were collected through questionnaires. Data were analyzed both qualitatively and quantitatively. Data analysis revealed that students identified ten factors they perceived as factors affecting their spoken language proficiency. These ten factors were categorized into psychological factors and linguistic factors. This study encourages Libyan researchers and practitioners to conduct further studies on ways to encounter those factors.

The aim of the study was to explore the perceptions of Libyan EFL student-teachers towards using podcasts in English language teaching (ELT) and the challenges that might be faced. The study was conducted at the Faculty of Education at the University of Tripoli. The participants were 48 student-teachers who are being prepared at the English Language Department to become EFL teachers. The exploratory case study design was chosen as the research design as it helps in exploring the phenomenon of using podcasts in ELT from the perspectives of the Libyan EFL student-teachers within a particular context that is the English Language Department as one of the Libyan teacher preparation contexts. Data were collected by using two questionnaires that were distributed using Google Forms, which were sent via links to student-teachers educational groups. Data were analyzed both quantitatively and qualitatively. Results showed that student-teachers had positive and negative perceptions on using podcasts in ELT. They believed that podcasts mostly enhance learners listening and communicative skills. Results also showed that the student-teachers perceived podcasts as learning tools that may enhance learners’ pronunciation, speaking, and other language skills. This study opens doors for Libyan researchers and practitioners to further studies that explore the impact of podcasts on Libyan EFL learners’ language proficiency. 

The aim of this study was to verify the types of difficulties that EFL student teachers of the English Department of the Faculty of Education face while writing in English for academic purposes as well as the strategies they use to overcome those challenges. The data was collected through questionnaires that aimed at gathering the student teachers’ views about the challenges they face and how they overcome them. The questionnaire included four sections in which we posed questions that explored the student teachers’ background information, academic writing difficulties, the strategies they used to solve their problems, and their views on the Academic Writing course. The participants were forty EFL student teachers who either had passed the Academic Writing course or were taking the course during the time of data collection. Data analysis showed that the student teachers found the Academic Writing course overwhelming as it has too many requirements that have to be done in a very limited time. The difficulties they face can be summarized as a lack of knowledge and experience in writing for academic purposes, low writing proficiency levels, and difficulties in quoting, paraphrasing, and summarizing. The strategies student teachers mostly relied on to overcome their difficulties in writing for academic purposes were asking for help from their professors and peers, using translation whenever needed, using dictionaries, and writing drafts.