This study was designed to explore Libyan EFL students' written corrective feedback preferences regarding their gender to explore the relationship between their gender and their preferences. The data were collected by applying a quantitative method by using a questionnaire. The main objective of this study was to investigate students' preferences on six types of Written Corrective Feedback and investigate which of these types they preferred the most. The researcher administered the questionnaire to a sample of 35 EFL students (16 males and 19 females) studying English (EFL) at Azzaytuna University in Libya. The data were analyzed to reveal the frequency, percentage, mean, and standard deviation values. Paired T-test samples were used to examine the gender differences regarding the types of feedback preferences. These results revealed that students had high preferences towards writing corrective feedback in all types. The results also revealed that there were no statistically significant differences between males and females related to their choices of corrective feedback types. In addition, the results demonstrated that form feedback is the most preferred type among students, followed by unfocused feedback, while content feedback is considered as the least preferable type. This study can be regarded as one of the aspects that may contribute to the improvement in the field of education, as it attempts to explore the characteristic and kinds of error feedback strategies which may promote EFL students at universities and colleges in Libya.
:The main purpose of this paper is to investigate the relevance of the communicative language teaching (CLT) to the teaching English in Libyan context. Moreover, it was intended to highlight the historical perspective, features and principles of CLT, followed by an illustration and discussion of the description of the specific classroom context. Finally, after discussing all the elements that are pertaining to this approach, it concluded that CLT seems to be an appropriate approach that may remain on top of a variety -list of approaches, since it focuses on all the language aspects such as functional and grammatical elements and also its tasks imply working with real life situations.
This study aims at discovering the emotional intelligence and receptive English skills of Tunisian IT students, studying the relationship between the two variables, and determining the best predictors of receptive English skills among the emotional intelligence categories. It involved 31 students of the Higher Institute of Technology and Communications Science of Tunis. Data were collected by administering an English proficiency test (TOEIC) and distributing an emotional intelligence inventory (Bar-On EI Inventory) to the students. The results of statistical analyses revealed that (1) the emotional intelligence and receptive English skills of the students were of average levels; (2) there was a significant positive correlation between the students’ emotional intelligence and their receptive English skills; and (3) interpersonal and stress management categories of emotional intelligence were the variables that had the highest correlation with receptive English skills. It was also found that, in learning English language, the Tunisian IT students were driven and motivated by their goals and ambitions. In addition, their optimism, linguistic setting, and Tunisian culture strongly influence their receptive English skill.
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