This study investigates the perceptions of EFL faculty members at Libyan universities regarding the role of Written Corrective Feedback (WCF) in enhancing language skills. Despite the theoretical importance of WCF in second language acquisition, its practical implementation often faces various contextual challenges. Using a quantitative research design, data were collected from 50 EFL instructors across several Libyan universities. The findings reveal a high level of pedagogical commitment, with 96% of participants viewing WCF as a core teaching responsibility. However, a significant "belief-practice gap" was identified, as 66% of teachers lacked formal training in WCF, relying instead on personal experience. While teachers perceived a strong positive impact of WCF on reading and writing skills, logistical barriers—primarily time constraints (54%) and large class sizes (22%)—significantly hindered the quality of feedback. The study concludes with an urgent call for institutional professional development programs (demanded by 92% of the sample) and the adoption of more sustainable, selective feedback strategies to bridge the gap between teacher beliefs and classroom realities.

Abstract:

This study examines the challenges of integrating theoretical preparation with practical training in Colleges of

Education, focusing on the Faculty of Education in Tiji, University of Zintan. Using a descriptive-analytical

method, data were collected from 20 faculty members and 33 student teachers through structured questionnaires.

Results showed that both groups face difficulties in linking theory and practice, with faculty members reporting

higher role conflict (M = 3.70) than students (M = 3.39), a statistically significant difference (p = 0.013). The

dominance of theoretical content, limited administrative support, and short practicum periods contribute to this

gap. The study recommends curriculum redesign, better supervision, and investment in modern educational

laboratories to strengthen the connection between academic and professional preparation.

Keywords: Faculties of Education, Faculty Members, Student teachers, Practicum (Practical Training), Role

Conflict of Education

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-