the role of inspector is seen as a strategy to monitor and develop the education quality. The purpose of this study is to explore the role of Libyan secondary school inspectors in implementing the inservice training program offered by the government. A total of 31 English language teachers completed a questionnaire. Results revealed that the role of inspectors is passive in some aspects of implementing training programs because the Center of In-Service Training in Libya focuses on training teachers rather than inspectors. Therefore, inspectors need to be effectively involved in the process of training programs to meet teachers' needs, develop and update teaching skills. The findings prompt a re-thinking about the role of inspectors in implementing the in-service training programs to provide great insights into the education in the Libyan context.  

Technology has become an essential part of education today, and learning environment has changed from that of many years ago; students need to use technology as an alternative effective learning tool for learning English language as a foreign language (EFL). Most of current studies in the educational use of social media seem to pay more attention to the students' use of Facebook in learning. This research explores 14 university learners use of Facebook group and it mainly focuses on lecturers' role in Facebook group. This qualitative study involved observation and some interview questions. Current findings highlight that there are potential benefits to using Facebook for learning with reference that these students still need a guideline and support from their lecturers to learn English via Facebook. This paper suggests that considerable students' content knowledge of educational technology as Facebook is required to improve their learning. This study hopes to add and expand current body of knowledge about learning English in relation to Facebook used in English foreign language context. 

Group work is believed to be one of the possible solutions to the problem of dealing with large number of students within one speaking class. However, how students perceive group work in their EFL speaking classes is an area that needs to be researched. This study looks at how students perceive group work in their speaking classes and their preference of being given a specific role in a given speaking task that involves working in a group. A questionnaire has been distributed to 42 students to highlight their perceptions towards group work. Results from this study revealed that EFL students seem to like the idea of working in groups in their speaking classes as they reported a number of benefits that they gain when they work in groups, for example, they feel more independent, they have a chance to share ideas, and they speak English in most of the time in the class. However, a number of drawbacks have been also reported by the students, for example, the domination of one student in the group, some students find it difficult to work in a group of mixed gender, and low level students sometimes feel frustrated to work in group.  

in Higher education sector, assessment criteria are important in measuring students‟ learning and support teaching. The assessment of students EFL writing could help in identifying students‟ learning needs, progress and also teaching. This research examines university tutors and students understanding of assessment criteria used in EFL writing skills. The analysis shows important finding that most of the tutors did not inform students about assessment criteria or discuss them which affected the students‟ ability to gain higher grades and produce better work. This might be due to lack of knowledge about the importance of providing and involving students in the criteria. The finding prompts a re-thinking about the use of assessment criteria and could make significant contribution to improve and provide great insights into the education especially in the Libyan context and in an EFL context.

In higher education, assessment is a fundamental in measuring students’ 

learning and supporting teaching. The assessment of students’ English as a 

Foreign Language (EFL) writing can help in identifying students’ learning needs, 

progress and teaching. A number of studies have been conducted on 

assessment in the Libyan context; however, these studies have focussed on 

other aspects of EFL teaching and learning and not EFL writing assessment. 

The study, therefore, explores the assessment methods that EFL tutors use in 

assessing their students’ written work. It also aims to examine the factors that 

affect tutors’ choices of assessment methods and identify how students 

perceive the assessment methods concerning the process and product with 

relation to tutors’ thinking.  

To understand this topic from diverse perceptions, questionnaires were distributed to 12 tutors and 207 4th year students, and semi-structured 

interviews were conducted with the sample of 12 tutors and six students 

(purposive sampling). SPSS software was adopted as a means for 

questionnaire analysis, while grounded theory was selected to analyse the 

interview data.  

Both data collection instruments provide a range of interesting findings as tutors 

have experience in summative and formative assessment whereas self and 

peer assessment are not performed by all students. However, there are several 

factors that have a potential effect on the use of a variety of methods of 

assessment. Both tutors and student participants believe that summative 

assessment is a traditional method which has little effect on EFL writing skills. 

ii 

Concerning the process and product of assessment, students have a deficiency 

of receiving assessment criteria while tutors’ feedback is valued by all students 

and also grades are perceived as the main product of assessment by all 

participants. Further results indicate that all students agree that they have a lack 

of involvement in discussion group-assessment, feedback, criteria, standards, 

learning goals, self-grading and peer-grading. This is due to several factors that 

limited students being involved in such concepts in relation to assessment. For 

example, Libyan tutors still view assessment as being under their control, which 

restricted the opportunity for students to be involved in assessment. The key 

finding is the relationship between criteria, feedback and grades, as an 

example, without known criteria the students do not know what is being 

assessed, and the feedback is too broad because it covers every aspect of 

assessment.  

Therefore, a contribution to knowledge is made by adding and expanding the 

current body of knowledge about assessment methods used in the Libyan EFL 

context. This study is important because it offers critical interpretations of what 

methods are used to assess students’ written work in terms of the process and 

product, and the knowledge gained from this study could be used to improve 

the effectiveness and efficiency of assessment methods not only in the Libyan 

context but also other second language users (L2) learning context.