AI technologies are being increasingly incorporated into the field of education. Many educators and researchers focus their attention on ChatGPT, an artificial intelligence tool designed to assist learners by providing simplified explanations of language concepts and helping them in completing various language related tasks. This research aimed to investigate how EFL students view ChatGPT as a content tool based upon simplification within English language learning. A twenty-item structured questionnaire was employed to collect data from a sample of students enrolled in the English Department at the Libyan Academy, Western Coast Branch. The findings obtained revealed that a significant majority of the participants expressed a positive attitude towards the use of ChatGPT, particularly regarding its capability to simplify complex language content and enhance learner comprehension. Additionally, the findings indicated that many students regarded ChatGPT as a valuable tool for improving their overall experience as language learners. However, several concerns were raised regarding the risk of over-reliance on AI tools. These findings underscore the potential of ChatGPT as an effective learning aid, while also stressing the necessity for responsible usage and guidance within an educational context.  

The language classroom of the 21^st century extends beyond merely teaching and learning language skills and language areas, such as grammar and vocabulary. To meet the demands and address the challenges of this modern era, L2 learners must not only master language skills but also acquire additional essential skills that are considered vital competences in the new century, commonly known as 21^st century skills. These skills primarily include critical thinking, collaboration, communication, and creativity. As stated by the National Education Association (2015), traditional skills such as listening, speaking, reading and writing are insufficient for the contemporary world. Students must also be proficient critical thinkers, effective communicators, innovative individuals, and strong collaborators. Consequently, 21^st century education and curricula increasingly strive to integrate these four skills to prepare students for success in studies by enhancing their academic performance, promoting lifelong learning, and ultimately preparing them for the modern workplace. 

This paper presents a synthesis of theoretical and empirical literature to re-evaluate the pedagogical utility of the first language (L1) in second/foreign language (L2) acquisition. While maximizing L2 exposure remains a foundational principle in instruction, traditional views that treat any native language use as an impediment are increasingly challenged. Recent scholarly consensus indicates that strategic, judicious integration of the L1 yields significant cognitive and emotional advantages. Specifically, the L1 functions as a vital mediational resource, helping lower-proficiency learners connect new vocabulary in the target language (L2) to their pre-existing conceptual frameworks. Furthermore, by facilitating the execution of complex cognitive tasks, L1 scaffolding helps mitigate cognitive overload and acts as an affective strategy to lower learner anxiety. In conclusion, this paper highlights that a balanced and principled use of the L1 does not hinder L2 immersion; rather, it serves as an essential scaffolding mechanism that enhances the overall process of second language acquisition. However, both L2 teachers and students should be cautious about over-reliance on the L1 in the classroom. 

The present qualitative research aimed to investigate the perceptions of foreign language

teachers regarding the integration of technology into their teaching practices. This research

was purely qualitative and conducted at a school in Al Jumail city, Libya, involving ten

teachers who were interviewed in a semi-structured way. The findings obtained revealed that

the incorporation of technological tools in English classrooms can enhance students’

engagement during lessons and facilitate improved learning outcomes and individualization.

However, the results showed that the integration of these tools is often perceived as timeconsuming

and disruptive to the order of teaching and learning, and also demonstrated that

teachers’ confidence in utilizing technological tools is closely linked to their level of

technological literacy. The implications of the findings can be considered as suggestions for

the local school and English teacher education programs for future reference, therefore, the

integration of theory and practice in second language learning can be effectively achieved

through the use of modern technology.

Speaking anxiety is a well-known issue faced by EFL learners and can passively affect students’ oral performance. This study aimed to investigate the factors that may increase or decrease speaking anxiety among EFL learners and to identify the strategies they use to reduce this anxiety. A mixed methods design has been employed by using close-ended items and two open-ended questions administered to 80 undergraduate EFL students. The findings reveal that fear of making mistakes, limited vocabulary, difficulty in retrieving the proper words, and when the teachers highly focus on accuracy rather than fluency are the major sources of apprehension and nervousness among the participants while speaking English inside the classroom. In addition, the main strategies used by the participants are: practicing English outside the classroom, using fillers, paraphrasing, and teachers’ encouragement. The study highlights the essential of creating supportive classroom and using effective strategies to help students to manage their anxiety, enhance confidence, and improve oral communication..................... Keywords: .........EFL learners, FL anxiety, anxiety factors, anxiety strategies.

This study aims to evaluate the 9th-grade English language textbook by examining whether the included tasks are well-balanced in developing the four language skills. It matters because language teaching means developing the four skills with practicality integrated into the tasks. The method of the study used purposive sampling to select tasks from units 2, 3, and 5 of the workbook, based on their types and language skill focus.. The qualitative part involved semi-structured interviews with seven experienced 9th-grade teachers, also selected purposively. Their responses were analyzed thematically to explore their views on the textbook's tasks. The results showed that the textbook was reviewed as not sufficient to develop the four language skills, there is an actual bias to writing skill and a bias to the linguistic type of tasks that focus on form, while listening and speaking were underrepresented. The study recommended to include more varied tasks that aim to develop the four language skills in a balanced manner. 

This study examines the effect of using audio aids by teachers in secondary schools in Azawia City. A mixed-methods approach was used to gather data, a questionnaire completed by 23 teachers who employed audio materials, and semi-structured interviews with the participating students . The questionnaire Thematic analysis of interview data supported the finding that audio aids positively influenced secondary school classrooms. Although some challenges were noted, the benefits of incorporating audio materials were clear, particularly in improving students' speaking skills. Teachers highlighted the role of audio aids in boosting student engagement with the language. Overall, the findings demonstrate that the use of audio aids enhances learner performance, builds confidence, and improves English communication abilities. This study offers some recommendations and opening new doors for new researchers.

Speaking in L2 is one of the most essential skills that EFL learners need to develop. Enhancing this particular skill poses significant challenges throughout the process of learning. Consequently, this research sought to explore students' perceptions regarding EFL speaking skills. In the current research, exclusively qualitative methods were utilised. Data was gathered through conducting semi-structured interviews with five EFL students selected from Abu-Issa Faculty of Education. Subsequently, the thematic analysis method was utilised to analyse the collected data. The findings obtained revealed that all participants perceive speaking as the most significant skill for EFL learners. They believe that achieving fluency in L2 is a goal they aspire to reach. Additionally, this research disclosed a number of significant challenges that students often encounter when practicing L2 speaking skills. These challenges encompass inadequate exposure to the target language, limited opportunities for L2 practice, in addition to the anxiety that typically associated with L2 performance.