ABSTRACT

This study aimed to explore EFL teachers’ perceptions of the 21st-century PD program in six primary schools in Al Jabal Al Gharbi district. 31 teachers participated in the study. The mixed-research approach was used to conduct the research. A structured questionnaire and a semi-structured interview were used to gather the data. The results revealed that participants acquired several teaching skills, such as new techniques for teaching vocabulary, speaking, and listening language skills, from the 21st-century PD program. Furthermore, the participants reported positive changes in their students’ outcomes, including improved speaking, listening and vocabulary. The findings also revealed some complications in implementing the PD program, including a lack of resources and administrative support at some schools.

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In the era of digital communication, Facebook has emerged as a powerful platform influencing language use, particularly among university students. This study investigates the phenomenon of "Facebook English," a distinctive digital variety marked by informal grammar, abbreviations, emoticons, and creative lexical formations. Focusing on Libyan English department students, the research explores the relationship between Facebook usage and its impact on academic writing, grammatical accuracy, and perceptions of language formality. Using a quantitative methods approach that includes surveys and statistical analysis, the findings reveal no significant correlation between Facebook use and academic English performance. However, gender and age differences were observed in the use and perception of Facebook English. The study emphasizes the need for language educators to integrate digital literacy and critical language awareness into curricula, enabling students to navigate both informal and academic registers effectively. These findings contribute to the broader understanding of computer-mediated communication and its pedagogical implications in EFL contexts. Keywords: Facebook English, Computer-Mediated Communication (CMC), Sociolinguistics, Libyan University Students, Digital Literacy, Language Variation, Academic Writing, Informal Registers, English as a Foreign Language (EFL), Social Media Linguistics

This study focuses on teaching journalistic translation courses to undergraduate students in Libya. It advocates a student-centered approach that is process-oriented and taskbased, with a view to creating an active learning environment in which undergraduate students can hone their translation skills, increase their awareness of genre, improve their translation pace, and achieve class objectives and learning outcomes. It contends that such a strategy, complemented with the use of computer-assisted translation (CAT) tools, provides meaningful interactions and enriching learning experiences when utilized successfully. It also suggests that pedagogical strategies, such as a translation portfolio and detailed rubric for comprehensive assessment, along with effective feedback, are important parts of the teaching process.

Abstract

Jalal al-Din Rumi (1207–1273), a 13th-century Persian Islamic poet, is considered one of the greatest Sufi mystic poets in the history of humanity. His legacy has survived many centuries and crossed the threshold of languages through the door of translation, enabling his oeuvre to access other cultures. Rumi composed his poems predominantly in Persian (Farsi), some poems in Arabic, a few poems in Turkish, and fewer in Greek, as in his magnum opus, Divan-e Shams-e Tabrizi, (which was named after his spiritual teacher). Many of his Persian works have been translated into English and other European languages over the past few centuries, and these translations have played a paramount role in introducing Rumi and Sufism to Western audiences. Not surprisingly, Rumi loves Arabic, and he has a special place in his heart for this Semitic tongue. However, despite the importance of Arabic in Rumi‘s writing, his Arabic poems are seldom translated or analyzed, unlike Persian poems, which are extensively translated and examined. Hence, the paucity of translating Arabic poems of Rumi into English and their analysis is quite curious. Only a few scholars have tried their hands at translating and examining the Arabic poems of Rumi most notably Franklin Lewis. This essay sheds light on the significance of Arabic in Rumi‘s writings, and it then examines Nesreen Akhtarkhavari‘s and Anthony Lee‘s translation of Love Is My Savior: The Arabic Poems of Rumi (2016). It also seeks to address how the power of creativity in translation is crucial in rendering or reconciling the aesthetic characteristics of Rumi‘s Arabic poetic expression into English.

Abstracts of research articles should be translated from Arabic into English before being submitted for publication in Libyan academic journals. Because English publishing allows non-native speakers to gain international recognition (Duszak & Lewkowicz, 2008). This study aimed to identify the most typical errors made while translating the Arabic abstracts into English. For this purpose, a corpus of 33 translated abstracts of research articles (RA) were analyzed. They were extracted from 11 issues of the Journal of Gharyan University and were published from 2016 to 2021. The analytical frameworks developed by Popescu (2013) and Laio (2010) were adopted. A preliminary analysis was carried out to develop a new category of translation errors that is appropriate for the current corpus. The results revealed a large number of errors in the translated abstracts. They were translation, stylistic, and linguistic errors. It is suggested that the Journal of Gharyan University should devote more effort to evaluating and polishing the translated abstracts before publishing the articles. If they wish to obtain a worldwide reputation, they should also include translators on the journal's editorial board to translate the Arabic abstracts into English appropriately. 

Using Hyland’s (2000) model as a research tool and drawing on Hyland’s (2005a) model of metadiscourse, this article presents a pragmatic two-level rhetorical analysis of the constituent moves within research article abstracts. It specifically zeroes in on the identification and mapping of the most frequently used metadiscourse markers signifying these moves. The findings highlight that Libyan authors employ interactive markers more often than interactional ones. Both quantitative and qualitative analysis of metadiscourse indicate that transitions, endophoric markers, and frame markers emerge as the dominant interactive categories. In contrast, interactional metadiscourse is predominantly represented by attitude markers, hedges, and boosters. Based on the findings, Move 1 features the highest frequency of metadiscourse markers, followed by Move 2. Notably, transitions stand out as the most prevalent category across all moves. This study carries pedagogical implications for academic writing practices among Libyan academic writers and students alike. Moreover, it enhances the existing body of research on the genre of research articles.

This study attempts to identify the use of metadiscourse (MD) in the Libyan science lectures and investigate the lecturers’ perceptions towards the use of MD. Six audio-recorded lectures from the fields of chemistry, physics, and botany were selected in this study. To analyze this collected spoken data, Hyland’s (2005) analytical framework of metadiscourse has been used. The findings showed that interactive metadiscourse was used more than interactional metadiscourse. Among all the subcategories, transitions, engagements and code glosses were the most common markers. The absence and lack of some categories were remarkable as self-mention and evidentials. The results of this study may suggest that when teaching or learning a language, metadiscourse should be given special consideration by both language instructors and students.

Even though abstracts are short, they require a specific type and formal structure that is accepted by academic discourse communities (San & Tan, 2012). They are governed by a discipline's own conventions i.e. a series of moves that characterize the flow of the discourse and linguistic features. This study aims to identify the rhetorical moves and metadiscourse markers that are deployed in the abstracts of projects that were written by undergraduate students in the English department at the faculty of Arts/Gharyan University. The data consisted of 30 abstracts. Hyland's models (2000; 2005) were adopted in this study. The first model (2000) was used to analyze the rhetorical moves. The second one (2005) was employed to analyze the metadiscourse. The findings revealed that most of the abstracts did not consist of the five rhetorical moves. The introduction and purpose moves were prominent, while the method, result, conclusion, and structure (new move) moves were not prominent. The absence of some of the rhetorical moves in the English abstracts of undergraduate projects might make the project abstract unable to achieve its communicative purposes and will lead to difficulty for readers to understand the content of the abstract. For metadiscourse, the findings showed that interactive metadiscourse was deployed more than interactional metadiscourse. Among these two categories, transitions, frame markers, and endophoric were used more frequently.

Nowadays, the bulk of e-commerce is carried out in English. At the same time, however, the emergence and growth of Arab e-commerce has attracted attention from e-commerce giants, such as AliBaba and Amazon. Acquiring a deeper understanding of culture-specific advertising practices is thus quickly becoming necessary for digital advertisers and marketers seeking to tap into both English- and Arabic-speaking consumer markets. Despite this, little has been written on online advertising discourse within the particular contexts. To address this, the present study reports on a pragmatic two-level rhetorical analysis of the macro-structure of the sub-genre of online advertisements in English and Arabic and focuses on the identification of the persuasive linguistic features employed to signal constituent moves. Drawing upon Swales’ move-step model of rhetorical analysis, the exploration of a comparable corpus of 100 online advertisements of skin care products per language introduced new layers in the rhetorical organisation of [online] advertisements. The results revealed that English and Arabic advertisements consisted of both common and culture-specific rhetorical moves. The persuasive strategies employed common lexico-grammatical features at syntactic, semantic, and discoursal level, albeit to a different extent. Overall, the results of this study illustrate that online advertisements of skin care products could be considered as a particular sub-genre with context-specific macro- and micro-structures. Through the investigation of the specific datasets, this study expands upon the existing analytical frameworks used for the study of advertising discourse and adds to the intercultural exploration of the rhetorical structures and persuasive strategies used in online advertisements.