المستودع الرقمي لـقسم اللغة الانجليزية

The aim of this exploratory and empirical case study is to investigate the effectiveness of using classroom observation for developing English language teaching skills among teaching assistants in Libyan Universities- Tripoli University. Four teaching assistants and two experienced teachers were randomly chosen for this study. Data was collected through four phases. Phase one: a closed-ended questionnaire was used to find out the teaching assistants‟ current perceptions of teaching skills. Phase two: the participants were engaged in observing experienced teachers. During the third phase, the participants were involved in teaching to be observed by experienced teachers. In the last phase, teaching assistants‟ perceptions were re-examined through the same close-ended questionnaire and through the observation of experienced teachers. This project is guided by the following research questions: how competent are EFL Libyan Teaching Assistants in undergoing teaching? And how effective is the implementation of Peer Observation in developing those Teaching Assistants?. The findings of this study indicate that classroom observation is a useful technique for developing English language teaching skills. arabic 7 English 47
Hani K. Ertemi(2-2019)

Code-Switching Between English and the Cyber Language through Computer-Mediated Communication arabic 20 English 132
Nadia Abdurrahman A. Nsir, Entisar ALi Hadi Elsherif(1-2014)

The paper shos how blogs can be used in teacher preparation programs. arabic 9 English 62
Entisar ALi Hadi Elsherif, (1-2014)

This paper discussed the importance of critical reading by discussing how newspaper articles can be used to encourage pre-service teachers to read critically and showing them how to develop learners' critical reading. arabic 8 English 61
Entisar ALi Hadi Elsherif, fatma alhammali ali dreid(1-2014)

The paper discusses how L2 writers use their L1 while writing in L2. It investigates L1use in L2 by exploring the results of ten studies that examined it from different perspectives and in different contexts. By introducing the results of L1 use by L2 writers,ESL/EFL teachers will play a great role by helping students use their L1 positively andavoid the negative impacts of L1 use. This kind of research is of significance because thestudied research results showed that further research is needed in this area. This reviewwill provide a basis for ideas to investigate L1 use in L2 writing.The paper focuses on an important skill in English language teaching which is writing.The focus of the paper is L1 use which has been considered as taboo. This would targetthe interest of most of HLT audience, especially writing teachers. The main mission is tointroduce the role of L1 use in L2 writing. This paper reviews the second language (L2)writers’ use of the first language (L1) while composing in the second language (L2) inten studies. Those studies looked at three proficiency groups that included adult high- proficient, intermediate, and low-proficient writer’s use of L1. The results indicated thatL1 is used frequently while writing in L2 by translating, language-switching, and backtracking. It was also noticed that L1 use had positive effects on L2 text. arabic 11 English 66
Entisar ALi Hadi Elsherif(12-2012)

Real life conversations do not include formal spoken interactions all the time; learning to use slang will help convergence, divergence, and maintenance, which constitute speech accommodation theory. Convergence is “accommodation towards the speech of one’s interlocutors” (Meyerhoff, 2006, p. 307). In other words, how individuals are familiarized to each other’s linguistic features during speech. In the case of ELLs, they needed to gain social approval in their new community, which makes convergence occur. They use slang to maintain their social approval and construct their identity. Their convergence is downward convergence since they use slang to belong to their school community arabic 5 English 41
Entisar ALi Hadi Elsherif, Nadia Abdurrahman A. Nsir(1-2021)

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)

In 1997, the Department of English (Faculty of Languages, University of Tripoli) canceled Graduation Project (GP) as a graduation requirement primarily due to growing student plagiarism. Two decades on, the Department decided it is time for Returning to Graduation Project (RGP). In preparation for this, a Research Methods (RM) module was delivered to students, and an intense ‘research design and methodology’ course was taken by the staff. In this exploratory mixed-methods case-study research, the main question focuses on attitudes and perceived challenges facing students and staff concerning RGP. The aim is to tackle negative attitudes and perceived obstacles in anticipation of a successful RGP, which spells out the significance of the research. Data were collected through a questionnaire (n=52) and a focus group discussion with seventh-semester students (10); semi-structured interviews with staff (13). A small majority of students (54%) supported RGP; the remaining 46% raised two kinds of concerns: realistic challenges of lacking resources, inadequate RM skills, and supervisor issues; unrealistic challenges involved time constraints, fear of presenting, and problems of determining research topics. Staff members were receptive to RGP but raised numerous concerns. Whereas experienced members expressed cynicism due to low students competencies and lacking resources, others saw RGP as an opportunity for students to gain practical research experience ahead of postgraduate study. Several challenges were perceived, chief among them are students lack of research skills, inexperienced supervisors, inadequate resources, and an ever-lasting concern with plagiarism. New staff reported the need for tuition in ‘data analysis and interpretation’, and ‘supervision practice’. Peculiarities characteristic of the case milieu emerged. arabic 18 English 99
ٌٌReda Khaled Emhemmed Elmabruk(1-2020)