Although service-learning, as a language teaching strategy, is considered important for developing the college students' academic and soft skills, or personal attributes that people need in order to work with others, including communication skills, empathy, social skills, listening skills and attitudes, it is still a neglected area in the Libyan educational system. This study aims to investigate the trial of implementing service-learning in an English language course and carried out in the Department of English at Sabratha college of Arts. The findings of this study, based on students' reflection journals, focus groups and an open-ended questionnaire, show that service-learning enhanced the students' English language knowledge and skills. Also, students gained soft skills and confidence in using the English language in its context. Finally, the service-learning experience promoted the students' values and selfworth in terms of feeling important and contributing positively to the society.

Being a university teacher in the Libya is most of the time described as a challenge. In the case of the current instable situation in Libya, the task is formidable in many cases. This paper investigates the challenges encountered by Alzawia university teachers in four colleges. It attempts to answer the following questions: what are the challenges that university teachers face? What is the scope of professional development? The findings of the study suggests a model of professional development that might help the teachers to deal with the challenges that they face such as the low motivated students and the lack of in service training.

Libya is currently experiencing dramatic economic, social and political challenges. These challenges have a significant impact on the educational system. These challenges affect the teachers' academic, professional and daily lives. Consequently, some teachers feel less motivated to teach. Most English as a foreign language (EFL) research has investigated students' motivation, but there is very little research on teachers' motivation, especially in Libya. Thus, this study aims to investigate the factors that motivate EFL college teachers in Sabratha College of Arts and methods to enhance their motivation. Semi structured interviews with twelve teachers were used to collect data in this study. The findings of the study showed that, among the intrinsic, extrinsic and altruistic reasons, passion about teaching, collegiality, and enjoyment of working with students were considered the most important motivating key factors.

The aim of this study is to investigate EFL second year students’ perception towards using portfolio assessment in their writing courses. It has also intended to find out exam preference of the participants. The participants of the study are 38Libyan EFL students enrolled in second year in the Department of English. Data was collected by using a questionnaire, students’ portfolios and semi-structured interviews with the 8 participants. The results indicate that the participants generally prefer to be evaluated by the portfolio assessment. Most of them believed that portfolio assessment improved their writing and enhanced their motivation. However, some participants prefer traditional paper and pen tests.

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