As soon as COVID-19 was confirmed a pandemic, schools and universities around the world were forced to shift to distance learning to maintain social distancing. Likewise, the Libyan Ministry of Education aimed at mitigating the impact of COVID-19 on learners’ educational progress and found alternatives to in-person lessons through recording and broadcasting lessons on television on Libyan TV channels. Current literature review indicates the scarcity of literature on television-based distance education during a pandemic in the Libyan context. Thus, the present study addressed this shortcoming by investigating the opinions of the Libyan educational television team’s perspectives. The design of the study was exploratory mixed methods as we gathered both qualitative and quantitative data to get accurate and detailed picture of the managers’ and teachers’ views. The context of the study is the Libyan General Center for Training and Education Development. The participants were 6 managers and 27 teachers. Data were collected through observations, focus group discussion, and questionnaires. The results showed that the participants encountered administrative, personal, educational, and technical and logistical challenges. The participants suggestions as ways of conquering those challenges included providing the technical support and the required equipments, organizing the schedule of live broadcasts in terms of lesson content, time, and grade level, providing training courses for teachers on all the programs that are used in distance education, along with other suggestions. We expect that our findings would provide the educational TV managers and teachers with ideas for improvement and encourage researchers to conduct further and more rigorous testing on educational TV.
Entisar ALi Hadi Elsherif, Hana Abdulsalam Ahmed Meiteeq, (8-2021)

This exploratory case study aimed at investigating the studentteachers’ views on using Facebook games for language learning. The participants were 48 student-teachers at the EFL Department of the Faculty of Education at a Libyan public university. They were required to play Facebook games for two weeks and then present their experiences through oral presentations and reflective journals. Data were collected through student-teachers’ presentations and reflective journals. Data were analyzed qualitatively using a thematic inductive approach. Although few student-teachers had negative views, most of the student-teachers had positive views on using Facebook games for learning. They believed that Facebook games teach players following instructions and provide opportunities for language improvement, especially for vocabulary learning. We expect that our findings would provide teachers and practitioners with ideas for classroom research and encourage researchers to conduct further and more rigorous testing on integrating Facebook games into the EFL classroom. arabic 11 English 61
Entisar Elsherif, fatma alhammali ali dreid(2-2021)

Ecocomposition is a fairly new applied approach in the composition classroom. Its application helped first-year composition teachers raise environmental awareness and discuss the impact of place on writers. In spite of its significance, ecocomposition application in the EFL classroom is nearly nonexistent. The purpose of this paper is to explore how ecocomposition is implemented in the composition classroom to propose introducing it to the EFL writing classroom. This is by discussing the ways in which ecocomposition is applied in the first-year college composition classroom by a number of compositionists and writing teachers such as Derek Owens and others. In discussing those ways of applying ecocomposition into the EFL writing classroom, EFL writing teachers will have examples that would help them design ecocomposition courses that would help raising place and environment awareness. arabic 8 English 64
Entisar ALi Hadi Elsherif(1-2013)