Abstract 

This study investigated the impact of audio-visual aids on the learning of English vocabulary among primary school learners. Additionally, it examined teachers' perspectives regarding the utilization of these aids in teaching English vocabulary to English as a Foreign Language (EFL) learners at the primary level. An experimental research design was employed to gather quantitative data. The data collection involved a closed-ended questionnaire directed at 15 EFL teachers, as well as pretests and posttests administered to 50 students at Sana Almohidaly Primary School in Tiji City. The participants were divided into two groups: a control group, which received vocabulary instruction through traditional methods, and an experimental group, which was taught using audio-visual aids. The collected data were statistically analyzed using IBM SPSS software. The findings indicated that EFL teachers recognize the significance of incorporating audio-visual aids as a pedagogical tool for teaching vocabulary to sixth-grade students in primary schools. Furthermore, the results demonstrated that the achievement test scores of students in the experimental group were significantly higher than those of the control group.

This study contributes to the limited research on the importance of integrating various teaching aids within the Libyan EFL context. The findings underscore the necessity of employing audio-visual aids to enhance opportunities for both teachers and students to develop their digital literacy. Consequently, it is recommended that training sessions, workshops, and additional practice be implemented to increase EFL teachers' awareness of the benefits of utilizing diverse teaching aids in the instruction and learning of English vocabulary

Key words: Audio-Visual Aids - vocabulary-teaching vocabulary using aids-

APSTRACT

 The present study investigated EFL Libyan undergraduate students’ attitude towards effect of note taking strategies on academic achievement. The study also explored whether there is a significant difference in students’ attitude towards effect of note taking strategies on academic achievement regarding to gender. A total of 80 participants were all EFL undergraduate students from Tripoli University. The data were collected by a questionnaire and analyzed statistically by SPSS Program. The findings indicated that the participants showed positive attitudes towards the benefit of note taking strategies on academic achievement i.e. note taking helps to improve academic achievement. It was also found that there is not a statistically significant difference in students’ attitude towards the effect of note taking strategies on academic achievement due to gender. In the light of above results, some recommendations are finally provided for teachers and students to consider. Key words: note taking strategies, academic achievement, attitude, gender.

Abstract

This study examines the impact of the teachability of vocabulary learning strategies (VLSs) on Libyan EFL teachers and students at university level. It investigates the extent to which instructing language teachers in how to integrate strategic intervention into regular classes impacts upon teachers’ and students’ use, promotion of the use, and perceptions of usefulness of vocabulary learning strategies. The empirical research in this area has been very limited, and the vast majority of studies have centred around examining the influence of strategy instruction on language learners’ achievements. Bearing this in mind, the present study provides an exciting opportunity to advance knowledge of the impact of direct teaching of VLSs on EFL teachers and students alike. The findings make an important contribution to literature in the field of vocabulary learning and teaching. The study recruited 109 participants, including 13 EFL teachers from two different university levels (Year 1 and 2) and two English language faculties at the Al-jabal Al-gharbi University in the cities of Tiji and Badr. The aims were 1) to identify the current situation in terms of VLSs known, promoted or used, 2) to design a strategy training programme for teachers and students, and 3) to trial and evaluate the effectiveness of the training programme on students’ and teachers’ use, promotion, and adoption of learning strategies. To achieve the research aims, three studies were carried out and two phases of training arranged. Teachers were targeted in the first phase, which was administered by the researcher and ran for a 2-week period, with students targeted in the second phase, which was carried out by trainee teachers, with the researcher’s guidance, for 10 weeks. Data for this research were collected using a multi-method approach in the form of VLS questionnaires, semi-structured interviews, observations, and an evaluation form. The quantitative and qualitative data obtained from the instruments were triangulated to allow for a more comprehensive understanding, as well as to render reliable conclusions. Microsoft Office Excel programmes, SPSS (Statistical Package for the Social Science), and a qualitative content analysis were used to analyse the data gathered. The results of the study reveal that the training had a positive impact on both the teachers’ and students’ attitudes, perceptions and adoption of VLSs. What is more, teachers and students showed an increased awareness of using/promoting the use of learning strategies even when the training had finished, which in turn indicates that the impact of VLS training has been durable.