Investigating Language Tests’ Content Validity in Public Schools in Tripoli arabic 12 English 65
Yousra Ali Moftah Alghanemi, Fuzia Moh A Elwafi, (1-2020)

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)

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)