As soon as COVID-19 was confirmed a pandemic, schools and universities around the world were forced to shift to distance learning to maintain social distancing. Likewise, the Libyan Ministry of Education aimed at mitigating the impact of COVID-19 on learners’ educational progress and found alternatives to in-person lessons through recording and broadcasting lessons on television on Libyan TV channels. Current literature review indicates the scarcity of literature on television-based distance education during a pandemic in the Libyan context. Thus, the present study addressed this shortcoming by investigating the opinions of the Libyan educational television team’s perspectives. The design of the study was exploratory mixed methods as we gathered both qualitative and quantitative data to get accurate and detailed picture of the managers’ and teachers’ views. The context of the study is the Libyan General Center for Training and Education Development. The participants were 6 managers and 27 teachers. Data were collected through observations, focus group discussion, and questionnaires. The results showed that the participants encountered administrative, personal, educational, and technical and logistical challenges. The participants suggestions as ways of conquering those challenges included providing the technical support and the required equipments, organizing the schedule of live broadcasts in terms of lesson content, time, and grade level, providing training courses for teachers on all the programs that are used in distance education, along with other suggestions. We expect that our findings would provide the educational TV managers and teachers with ideas for improvement and encourage researchers to conduct further and more rigorous testing on educational TV.
Entisar ALi Hadi Elsherif, Hana Abdulsalam Ahmed Meiteeq, (8-2021)

Ecocomposition is a fairly new applied approach in the composition classroom. Its application helped first-year composition teachers raise environmental awareness and discuss the impact of place on writers. In spite of its significance, ecocomposition application in the EFL classroom is nearly nonexistent. The purpose of this paper is to explore how ecocomposition is implemented in the composition classroom to propose introducing it to the EFL writing classroom. This is by discussing the ways in which ecocomposition is applied in the first-year college composition classroom by a number of compositionists and writing teachers such as Derek Owens and others. In discussing those ways of applying ecocomposition into the EFL writing classroom, EFL writing teachers will have examples that would help them design ecocomposition courses that would help raising place and environment awareness. arabic 8 English 64
Entisar ALi Hadi Elsherif(1-2013)

Real life conversations do not include formal spoken interactions all the time; learning to use slang will help convergence, divergence, and maintenance, which constitute speech accommodation theory. Convergence is “accommodation towards the speech of one’s interlocutors” (Meyerhoff, 2006, p. 307). In other words, how individuals are familiarized to each other’s linguistic features during speech. In the case of ELLs, they needed to gain social approval in their new community, which makes convergence occur. They use slang to maintain their social approval and construct their identity. Their convergence is downward convergence since they use slang to belong to their school community arabic 5 English 41
Entisar ALi Hadi Elsherif, Nadia Abdurrahman A. Nsir(1-2021)