English language

This study investigates the employability challenges faced by English degree graduates in Libya, highlighting the gap between the theoretical focus of academic programs and the practical skills demanded by the labor market. Using a cross-sectional quantitative research design, data were collected from 150 English graduates and 50 employers across various sectors, including media, education, and marketing. The findings reveal significant deficiencies in the graduates' preparedness for digital literacy, project management, and technical writing-skills increasingly prioritized by employers. While 82% of graduates expressed confidence in their communication and critical thinking abilities, only 40% felt prepared for the technical demands of the workforce, a concern echoed by 78% of employers. The study identifies a lack of vocational training and work-integrated learning (WIL) opportunities as key contributors to these challenges. Based on these findings, the study proposes comprehensive curriculum reforms, including the integration of vocational modules, mandatory WIL opportunities, enhanced career support services, and stronger industry collaborations. These recommendations aim to align academic training with labor market needs, thereby improving the employability of English graduates and addressing the skills gap in Libya's evolving economy.

Introduction In the field of second and foreign language learning, motivation is one of the most influential factors of all individual differences in language learning (compared to learning style, aptitude and age) when learning outcomes are considered (Dornyei, 2001). A large number of studies in language learning have shown that motivation is a prominent factor in teaching (Den Brok, 2006). Dornyei (2001) also points out that regardless of learners' ability, aptitude and intelligence, with a strong motivation to learn a language, students will be able to learn effectively. Background:

This study investigates the production and perception of Libyan Arabic (LA) vowels by native speakers and the relation between these major aspects of speech. The aim was to provide a detailed acoustic and auditory description of the vowels available in the LA inventory and to compare the phonetic features of these vowels with those of other Arabic varieties. A review of the relevant literature showed that the LA dialect has not been investigated experimentally. The small number of studies conducted in the last few decades have been based mainly on impressionistic accounts. This study consists of two main investigations: one concerned with vowel production and the other with vowel perception. In terms of production, the study focused on gathering the data necessary to define the vowel inventory of the dialect and to explore the qualitative and quantitative characteristics of the vowels contained in this inventory. Twenty native speakers of LA were recorded while reading target monosy...

This study investigates the production and perception of Libyan Arabic (LA) vowels by native speakers and the relation between these major aspects of speech. The aim was to provide a detailed acoustic and auditory description of the vowels available in the LA inventory and to compare the phonetic features of these vowels with those of other Arabic varieties. A review of the relevant literature showed that the LA dialect has not been investigated experimentally. The small number of studies conducted in the last few decades have been based mainly on impressionistic accounts. This study consists of two main investigations: one concerned with vowel production and the other with vowel perception. In terms of production, the study focused on gathering the data necessary to define the vowel inventory of the dialect and to explore the qualitative and quantitative characteristics of the vowels contained in this inventory. Twenty native speakers of LA were recorded while reading target monosy...