Digital Repository for University of Tripoli

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)

This qualitative descriptive case study reflects the researcher's experience, as a Teaching Practice (TP) Co-ordinator at the Libyan Faculty of Education Tripoli (FET), in developing and examining academic supervisors’ implementation of an innovative TP Assessment Model for EFL trainees. Previous assessment lacked accuracy and comprehensiveness and relied solely on assessing behavioural observable skills. The new TPAM incorporates, for the first time at FET, Unobservable Skills Assessment through supporting documents that supervisors use to assess trainees’ skills in classroom observation, feedback provision, self-reflection, and reporting on TP experience, all of which comprise a Teaching Practice Portfolio (TPP). The study focuses on a key concern: (1) How to develop existing assessment criteria in an objective and comprehensive manner embracing both observable and unobservable skills. Two operational sub-questions emerged: (2) How would the supervisors’ implement the Unobservable Skills Assessment in the TPAM; (3) How would trainees respond to Unobservable Skills Assessment criteria? Data were collected through quantitative analysis of the supporting documents; semi-structured interviews with seven supervisors involved; focus group discussions with trainee teachers. The findings show that while the supervisors were satisfied with the developed assessment criteria, their overall performance in implementing the Unobservable Skills Assessment was poor; besides a lack of immediate feedback provision after school visits, the supporting documents for unobservable skills were not fully executed. Only two supervisors out of seven demonstrated acceptable adherence to the model requirements. Some trainees had reservations regarding the extra workload required in carrying out self-reflections and in writing reports of TP experience; others considered the criterion of professional development outlook inconsequential during initial teacher training. arabic 16 English 101
ٌٌReda Khaled Emhemmed Elmabruk(1-2020)

تحرص كل الدول على اختلاف أحجامها ومستويات نموها على إنشاء مؤسساتها التعليمية المتنوعة، كما تحرص أيضا على تطوير هذه المؤسسات من آن لآخر لقناعتها بأهمية الدور الذي يقوم به التعليم العالي في نقل الدول إلى مراحل متقدمة من النمو،بالإضافة إلى كون هذا التعليم تعليماً تخصصياً، قيادياً يمثل في النهاية ضمير الأمة، وبالتالي فإن الموضوع ليس بالهين، ويحتاج إلى من يُشخص واقع تلك الجامعات ويحلل ويضع التوصيات والمقترحات ثم يتأكد من فعالية تلك التوصيات التي ربما تحتاج إلى تعديل أو تطوير أو إضافات وهكذا فالعملية هي عملية دينامكية وغير قابلة للسكون أو التوقف، وهنا يطرح سؤال مَنْ الذي يتولى مهام تلك العمليات والفعاليات المؤسسية والفعاليات البرنامجية، ومَنْ يشرف على ذلك الحراك التعليمي داخل الجامعات الليبية ؟ إن الإجابة عن هذا التساؤل يقودنا بطبيعة الحال إلى مكاتب الجودة وتقييم الأداء ،والتي أنيط بها تلك المهام والوظائف، ومن هنا تكمن أهمية الموضوع في كونه يتناول مكانيزما الجودة داخل الجامعات، أو ربما نسميها كرات الدم البيضاء داخل الجامعات التي تعمل على تصفير المشكلات داخلها، والتي يطلق عليها في الجامعات الليبية بمكاتب الجودة وتقييم الأداء، كما يطلق عليها في الجامعات السعودية عمادة الجودة، كما يسميها البعض الآخر مركز ضمان الجودة كما هو موجود في الجامعات المصرية، وبالرغم من قيام كل الجامعات الليبية بتأسيس مكاتب للجودة وتقييم الأداء بها على مستوى الجامعات والكليات والأقسام ، والتي ساعدت الجامعات في تقديم الدعم اللازم من خلال تنظيم أمورها الإدارية والأكاديمية، إلا أن حظ نجاح مكاتب الجودة وتقييم الأداء لم يحالف الكثير من الجامعات، فقد أصبحت مكاتب الجودة في الجامعات الليبية أمراً مكروهاً وخطاً وشراً يجب تفاديه بأي ثمن، وهنا نستطيع طرح بعض التساؤلات حتى نكون أكثر موضوعية، ما سبب هذا الاختلاف في أداء مكاتب الجودة ؟ وما الذي يجعل مكتب الجودة في جامعة ما ناجحاً وفاشلاً في جامعة أخرى؟ هل السبب كامن في التباين بين الجامعات؟ وهل نحن بصدد هوية من يقومون بإدارة الجامعات؟ وبشكل عام ماذا يجري في مكاتب الجودة وتقييم الأداء في الجامعات الليبية؟ arabic 118 English 0
د. حسين سالم مرجين (4-2014)