This study was aimed to assess the appropriateness of wastewater to irrigate soft and hard wheat crops. to evaluate growth and productivity of wheat crops. The investigation was conducted during the Agricultural season 2021-2022, at Zawia, Libya. The experiment utilized four different water regimes, including: (S1) Irrigation with 100% fresh water (control), (S2): Irrigated with 50% wastewater and 50% fresh water, (S3): Irrigated with 75% wastewater and 25% fresh water, (S4): irrigated with 100% wastewater. Wheat seeds were sowed in November 2021 in plastic pots and harvested at the start beginning of April 2022. The results showed that using wastewater significantly increased growth parameters, in terms of plant height, wastewater supplemented with (S4) resulted in the highest growth (46.5 cm/plant) in hard wheat and 45.12 cm/plant in soft wheat plants. Higher shoot fresh weights (5.5 g/plant), root fresh weights (3.28 g/plant), and root fresh weights (13.12 and 10.22 g/plant) for hard wheat and soft wheat were achieved, respectively, when wastewater was utilized in isolation as opposed to fresh water. In terms of shoot dry weight, irrigation with (S4) resulted in a yield of 2.00 g/plant and 1.42 g/plant, whereas plants irrigated with fresh water produced 0.92 g/plant and 0.82 g/plant, for soft wheat and soft wheat consecutively. The Sodium Adsorption Ratio (SAR) calculated for the study samples is within the low limits for sodium, which ranges from (0-10), as it was in this study from (1.78 to 4.49), all of which are much smaller than the safe value. and without any damage. This means that all water samples analyzed can be used for irrigation. RSC values ranged from-3 to-110 meq/L, all samples are located at the appropriate limits. SAR, RSC of the samples of water indicate that most of the water has no risk of irrigation. The study determined that the utilization of treated wastewater in the irrigation of agricultural crops, while being monitored, lacks economic viability.

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-