تفعيل تكنولوجيا التعليم وبيئات التعلم والتعليم الذكية في مرحلة التعليم الجامعي

Technology has permeated almost all our routines and become an essential part of our life. In the last few years, interest in improving the teaching of translation increased immensely. The term Computer-Assisted Translation (CAT) as a field of Machine Translation (MT) covers a wide variety of software tools that are employed to assist the translator. Currently, CAT tools can offer a wide range of competing commercial CAT products that are enabled for Arabic. This study is devoted to explore the significance of using CAT tools as an educational technology instrument in training translation students in the classroom. The aim is to shed light on CAT tools aspect as a new trend and show its advantages and merits when it is integrated in the teaching curricular and utilized in appropriate classroom. The significance of study lies in the fact that it deals with this new trend that being used in teaching translation at university level, enabling students acquire translation competences and skills needed for the market. The data collection methods used in the study include a questionnaire addressed to translation instructors aimed to obtain their perspectives on the significance of using CAT tools as a smart learning and teaching resource at the university. Initial findings of the study revealed that CAT tools have not been utilized in the classroom yet due to lack of awareness among university circles, lack of infrastructure, lack of curriculum review, unfamiliarity of translation technology tools, and ineffective educational policies. Finally, it is highly recommended that the Ministry of Higher Education in Libya should seriously modernize Libyan universities translation teaching programs, and to take steps towards including translation technology courses in their curricula.

تعتبر التطورات والتغيرات السريعة في ميادين التعليم والتكنولوجيا أمرا لا مفرّ منه في كل الدول التي لها تأثير كبير على السياسة التعليمية، لهذا أصبح من الضروري مواكبة هذه التطورات وفق لمتطلبات العصر الذي نعيشه إلا وهو عصر الثورة التكنولوجية الرقمية التي تعتمد على استحداث وتوظيف مقتنيات تكنولوجية من أجل تحقيق تعليم تفاعلي أفضل، كاستخدام الحاسوب ووسائل العرض الإلكترونية ووسائل الاتصال وشبكة الإنترنت من أجل توفير بيئة تعليمية مناسبة للطلاب من خلال كوادر بشرية مؤهلة (الأستاذ الجامعي). تهدف هذه الورقة العلمية إلى مدى فاعلية التعليم الإلكتروني في ظل جائحة كورونا من وجهة نظر أعضاء هيئة التدريس في جامعة الملايا ومعرفة مستوى تفاعل الطلبة للتعليم الإلكتروني من وجهة نظر أعضاء هيئة التدريس، وإبراز التحديات والعقبات المترتبة على استخدام التعليم الإلكتروني في جامعة الملايا بكلية أكاديمية الدراسات الإسلامية، وأخيرًا معرفة مدى وجود فروق ذات دلالة إحصائية عند مستوى0.05α≥ لكل من تفاعل الطلبة مع التعليم الالكتروني والتحديات والعقبات المترتبة على التعليم الالكتروني ترجع لمتغيرات (الجنس والعمر والخبرة). ولتحقيق أهداف الدراسة، فإن هذه الدراسة اتبعت منهجاً وصفياً تحليلياً. وتكونت العينة من (40) عضو هيئة تدريس بكلية أكاديمية الدراسات الإسلامية في جامعة الملايا، وتم جمع البيانات باستخدام الاستبانة، وتتمحور الأصالة في الدراسة الحالية في كونها دراسة عن العلاقة بين متغيرين مهمين في العصر الراهن في مجال الدراسات الاجتماعية والإدارية. ومن أهم نتائج الدراسة: أن درجة فاعلية التعليم الالكتروني في ظل جائحة كورونا في جامعة الملايا بكلية الدراسات الإسلامية من وجهة نظر أعضاء هيئة التدريس، كانت فاعليتهم مرتفعة جدًا، وأن تفاعل الطلبة مع التعليم الإلكتروني في ظل جائحة كورونا في جامعة الملايا من وجهة نظر أعضاء هيئة التدريس بكلية أكاديمية الدراسات الإسلامية، وقد كان تفاعلهم مرتفع جدًا، بينما كانت تحديات وعقبات التي تواجه وتعيق أعضاء هيئة التدريس بأكاديمية الدراسات الإسلامية عند استخدامهم التعليم الإلكتروني جاءت بدرجة متوسطة. وكما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية عند مستوى دلالة (%0.05 ) بين متوسطات إجابات المبحوثين حول تفاعل الطلبة مع التعليم الالكتروني والتحديات والعقبات المترتبة على التعليم الالكتروني وفقًا لمتغير الجنس والعمر والخبرة.

Recently, translation subjects have drawn more attention in the English language department at the University of Derna. Typically, English language learners are studying three subjects of translation: Principles of Translation, Translation I (translation theory), and Translation II (practical translation). Currently, students are using only traditional translation methods. The researcher in this experimental study proposes to integrate some machine-assisted translation methods " Computer-Assisted " or " CAT" tools to be taught theoretically and practically in the English department such as SDL Trados Studio and Omega T. Diana (2021) says that for the translation procedures to be developed, technology should be used and intensively implemented in the translation curriculum. Translators seek to provide an amount of information and deliver it through words, sentences, or phrases to manufacture a mutual connection and comprehension between for example two translated languages. A translator needs to be aware of the differences which may occur while translating the information from one language to another. The researcher scrutinizes the efficiency of teaching these tools. A questionnaire was distributed to one hundred students, 40 male and 60 female to distinguish gender perspective differences on CAT in the first, second, third, and fourth years. So far, the study shows positive feedback to implementing the proposed translation teaching tools. Further subcategorical and statistical analysis is warranted.

Technology has changed the way we read, write, and communicate with each other in ways no one could have predicted; specifically, through emailing, text messaging, and reading e-books. Technology moves incredibly swiftly, rendering new words faster than ever. The printing press, telephone, and broadcasting all changed the English language learning. However, using keyboards reduces the practice of real language. The changes blogging brings to language are different than those brought by texting. One may find that English has become expressively richer because of the internet and another may think the opposite, it depends on the student’s desire for learning. Facebook, for example, is making the idea of calling someone and wishing them a happy birthday obsolete; and job searching is becoming an online activity via LinkedIn. Franco-Arabic and abbreviations used in online chatting have also infiltrated everyday speech. This study focuses on the impact of social media on students of English at Tobruk University. Data has been collected from a questionnaire which has been sent online to the students of English Language department. Data was analyzed using a quantitative research methodology.

The current study focused on Libyan undergraduates' views on the effectiveness of the online courses program which has been adopted by the English Department at the Faculty of Arts in Tripoli University during COVID 19 pandemic. A quantitative approach has been used through a questionnaire distributed among students at their 5th and 6th semester in the Fall of 2020. A pilot study has preceded the main questionnaire to ensure the reliability and the validity of the data to be collected. The result revealed several challenges faced by the Libyan undergraduates. Some of these challenges were due to the lack of necessary logistics, preparedness on both students and instructors' side, and the nature of the subjects to be taught. It is recommended that similar studies should be conducted on instructors' views on this program in order to see the bigger picture of this program and its effectiveness in the Libyan universities in the future.

أثرت جائحة كورونا على جميع القطاعات الاساسية الاقتصادية والاجتماعية والسياسية والثقافية والتعليمية في جميع يلدان العالم، فهي أزمة عالمية طالت كل الدول فلم تشكل خطراً على الصحة العامة فقط وإنما انتقلت خطورتها إلى قطاعات أخرى منها قطاع التعليم كون مضاعفاته تمتد إلى آجال طويلة، قررت خلالها الكثير من الدول إغلاق مدارسها وجامعاتها مما أثر سلباً على سائر مستويات التعليم المختلفة، مما أضطر الدول والمؤسسات التعليمية للتكيف مع تداعيات الوباء وحال الإقفال المفروضة، ولذا سعت الكثير من المؤسسات التعليمية على اختلاف مستوياتها في البحث عن التعليم التقليدي والمتمثل في الحضور الإلزامي إلى المؤسسات التعليمية بسبب الوضع الصحي الذي يفرض إجراءات وقائية تتمثل في التباعد الجسدي لمنع انتشار الوباء ولتحقيق هذه الغاية بدأ التفكير في التعليم عن بعد لمواجهة تداعيات هذا المرض، وقد أتاح التطور التكنولوجي في مجال الاتصالات إمكانية استخدام هذه التقنية كحل وقائي غير أنه يتطلب من المسؤولين مضاعفة الجهد لتحقيق الغاية من التعليم باستخدام التقنيات المعاصرة. وتهدف هذه الورقة البحثية عن الكشف عن أهمية التعليم عن بعد كخيار لمواصلة العملية التعليمية خصوصاً في ظل تفشي فيروس كورونا من خلال عرض تجربة جامعة سرت في تطبيق التعليم عن بعد أثناء تفشي المرض

Technology has a great impact on how we live and work. The way that students view the advantages of the various tools of modern technology, however, may determine how widely they are used. In this study, it was explored how students felt about using contemporary technologies to learn translation. The respondents ranged in age from 20 to 22. They were composed of 85% of female and 15% of male. A survey was used by the researcher to collect the data. It was made up of seven questions that tested the students' attitudes on the application of contemporary technologies to the study of translation. The study's findings revealed that a significant portion of the participants (80%) were convinced that using modern technological tools would put them at ease as they learned translation. The findings also made clear that most of the subjects (60%) felt that students need to have a firm awareness of contemporary technology tools and be able to use them. The researcher recommends that in order to help students become more skilled translators, it is necessary to integrate modern technologies in the classroom.

Recent research has shown evidence of the positive influence of adopting the multimodal teaching approach, especially in the e-learning context. The assumptions are manifold. Employing multimodal digital techniques can be highly beneficial in terms of enhancing students’ learning experiences, taking into account students’ variety of learning styles. Using multimodal pedagogies can be a key in drawing students’ attention to the target material and a way to boost their cognitive skills as well as their class engagement. The core concept of the multimodal approach is that the process of teaching nowadays should no longer depend solely on language, for there are other effective means of meaning-making. Instructors should push their boundaries to experiment as well as take advantage of the multiple, viable digital modes of content delivery when designing their on-line lessons and e-course activities in order to keep abreast with the rapid waves of change vis-à-vis the status quo and the future of digital learning. Hence, the current study examines the multimodal digital practices of a number of Libyan higher education instructors who were involved in an experimental e-learning program proposed by the English Language Department at Tripoli University during the onset of the COVID-19 pandemic. Over the course of their fully online classes, instructors displayed varying levels of digital literacy and some employed different modalities of teaching resources and communication venues when approaching their virtual lectures. Therefore, the paper mainly reports on the practices and the implications of multimodality in e-learning settings by highlighting students’ takes on the e-learning experience as a whole and the impact of integrating diverse multimodal resources on their uptake. A total of seven online classes were observed in terms of the amount of the various digital media and modalities of lesson design and communication activities applied. The Multimodal Design Elements framework proposed by the New London Group is used as a reference for data analysis. The study is based on a descriptive-qualitative approach. A brief questionnaire is tailored to illicit students’ views on the e-learning program, including the challenges and the course materials used in the program. 41 students participated in the questionnaire. The findings show that in unimodal classes, where instructors depended on one medium of delivery and interaction, students displayed scarce to no interaction and did not exhibit any kind of engagement nor commitment to the class. Conversely, in multimodal classes, where instructors used a minimum amount of creative and innovative communication and instructional media for interaction and delivery, students showcased a high level of engagement, commitment, and achieved remarkable learning outcomes. The results show that students were highly excited about digital mediated learning, especially for audio-visual modes where teachers supported their lessons with videos. Additionally, students expressed that using diagrams and charts when demonstrating a lesson can help them memorize and retain information better, especially when it comes to content-based classes. Furthermore, the study reveals that when using the multimodal teaching approach, not only is content creation and lesson delivery facilitated, but also the level of student-teacher interaction is eased and highly activated. This study stresses that technology should no longer be used as a luxury or an auxiliary aid in the instructional process but rather an essential part and player in the teaching process, be it in a real or a virtual classroom setting.

This study attempts to identify the use of metadiscourse (MD) in the Libyan science lectures and investigate the lecturers' perceptions towards the use of MD. Six audio-recorded lectures from the fields of chemistry, physics, and botany were selected in this study. To analyze this collected spoken data, Hyland's (2005) analytical framework of metadiscourse has been used. The findings showed that interactive metadiscourse was used more than interactional metadiscourse. Among all the subcategories, transitions, engagements and code glosses were the most common markers. The absence and lack of some categories were remarkable as self-mention and evidentials. The results of this study may suggest that when teaching or learning a language, metadiscourse should be given special consideration by both language instructors and students.

هذا البحث يهدف إلى إثارة تصور جديد في المنظومة التعليمية الجامعية ، وذلك بجعل مواقع التواصل الاجتماعي ذات دور في ميدان التعليم ؛ لكونها أصبحت سمة بارزة الاستخدام في حياة المعلمين والمتعلمين بشكل يومي ، مع زيادة الإقبال عليها من قبلهم باستمرار، كذلك توضيح ما يمكن أن تُقدَّمه هذه المواقع من تحسين واقع التعليم الجامعي، والتَّعرُّف على مزايا وإيجابيات وسلبيات استخدامها، وقد اعتمد البحث على خلق تصور لأقسام اللغة العربية بالجامعات الليبية للاستخدام الأمثل لمواقع التواصل الاجتماعي ، وكيفية توظيفها في تعليم اللغة العربية ، وتوجيه الطلاب وأعضاء هيئة التدريس لأقوم الطرائق في استخدام هذه المواقع ؛ لتنمية مهاراتهم وترقيتهم على الوجه الأمثل ، وتطوير سُبل تعليم اللغة العربية ، ومهاراتها المتعددة ، وإبراز مزايا هذه المواقع في الرفع من مستوياتهم المعرفية والاتصالية ، وقدراتهم التحليلية والتكنولوجية بإنشاء محتوى معرفي ونشره.

Students are fond of watching short films on Youtube, mobile phones, keyboards, and screens. Thus, teachers of English can guide their students to use such technological aids in teaching and learning drama. Current learners have grown up with technology and they know how to use it. This means that teachers of English should be aware of using such visual aids and their importance in teaching and learning English as a foreign language. Many of the students panic when they face literary texts because of the linguistic complexity of these texts. However, students have the chance to enjoy film adaptations of many famous dramas in English. Of course one way of appreciating and grasping the value of any literary texts is done through a careful and thorough analysis of the texts and their language components. A teacher of language should make his/her students aware of how the text works and what particular meanings are expressed. This may be done through selecting a passage from a drama and the film clip that corresponds to it. The extract chosen here is taken from Arthur Miller’s Death of a Salesman. The findings of the study showed that the majority of the students insisted that viewing the film makes them understand the drama better.

Away from traditional teaching methods which require face-to-face class attendance, teaching and learning nowadays are exposed to different educational changes by using different techniques such as online classes, e-teaching apps, and so forth. This study is in favour of electronic educational method as its different electronic teaching channels can come up with good and effective results while the traditional methods fail to do so. The data was collected from interviews and observations and from the participants who were students and colleagues. This paper shows also the importance of being a supervisor and highlights the rate of students' involvement and lecturers' interest in e-learning/teaching during the Covid-19 crisis. This study creates two labels; one deals with the channels of English teaching subjects while the other captures the general subjects. It also asks questions about the benefits behind using the materials well, following electronic teaching strategies, taking exams online, measuring the extent of the students’ involvement with the lecturers, and observing their respect of the instructions related to the channels. It eventually concludes that the general subjects were not able to get good results while the English subjects of the English Department’s two specialties (Translation and Literature) somehow achieved their teaching targets and received favourable feedback from students. The paper, moreover, explores the interaction between the students and the lecturers online and how the head supervisor plays a role of a consultant to advise the lecturers towards using the best technology to record the lessons and make the connection flexible and easy. The findings of this study demonstrate how beneficial is the use of electronic learning during the lockdown which helped all students carry on their study without any obstacles.

The invention of technology has undeniably made life easier than many years ago. Because of audio and visual effects in using ED (educational technology), learners like to learn a lot of new things such as: learning new languages, playing games and chatting with new friends in a global environment. The fourth industrial revolution, including the fields of artificial intelligence, quantum computing, Smart home, autonomous vehicles, biotechnology and IOT (Internet of Things), robotics, 3D printing, and nanotechnology, can easily develop learners’ capacities and motivate their learning process as well. The fourth Industrial revolution plays this role because it can be performed by using digital English in a form of guidelines, instructions, interactions and operations. In addition to that, it offers the students the chance to be enrolled easily in labor markets in the future as they can apply and work via technology in their jobs. This case study focuses on the use of robots shown on student’s smart phones inside the classrooms. I hypothesized in my study that using robots as electronic tools after giving the appropriate guidelines increase the students’ motivation and performance particularly in in comprehension courses. Unlike the traditional tools used in class, robots allow the students to learn better. Robots videos from Internet are connected to sensor devices, hearing sound effects and watching touchable colored screens, attracted the students’ attention and increased their learning motivation. The robots have abilities to save data about the persons sitting in front of them and interact with them too. In this paper, I introduce the background of my study, the objectives, the hypothesis, the methodology, and the value of the whole experience. After the literature review, I examine the results and present the conclusion and recommendations.

The aim of this study is to examine the students of English preferences for digital and printed academic reading materials at Omar Al-Mukhtar and Derna Universities and see whether there is a significant difference between males and females' preferences for such reading materials. The data were collected using a 13-item Academic Reading Format International Study (ARFIS) questionnaire developed by Diane Mizrachi et al. in 2018. The questionnaire was administrated in person to students of English (75 females, 25 males) at Omar Al-Mukhtar and Derna Universities. The findings revealed (1) that a very large majority (%80) of the students prefer reading in print rather than in digital format, (2) that about (%90) of the participants said that they could focus on the materials better when they read them in print, and (3) that there is no significant difference between male and female students in terms of preferences for the reading format. The findings are discussed along with some recommendations for instructors at Libyan universities.

Internet of Things (IoT) technology is described as the Internet Protocol (IP) based smart networks of sensors and actuators. These sensor networks are embedded with data storage, computation and communication capabilities to collect and disseminate the information for the required action. Potential applications of IoT include smart homes, smart buildings, smart cities, and smart schools. Presently, industrialized countries are using information and communication technology (ICT) based innovations aligned with the new idea of internet of things to upgrade educations by e-learning resource management. In such countries, schools are now transformed into the high-tech educations units that are characterized by high scale production and intensive use of technologies. Technological interventions are also attracting new teachers in Libya and other African countries to transform their schools management practices for increasing their learning levels and hence financial gains. This paper describes some of the major issues related to the Libya E-learning sector and how those issues can be addressed by using IoT supported technological interventions. These solutions have potential to increase efficiency and improve competitive dynamics in education to ensure socio-economic wellbeing of communities.

Despite the widespread use of online teaching materials on the internet and websites for a long time, still there are many obstacles to obtaining the E-learning approach as a conformed educational system in many educational organizations around the world. Most electronic educational materials are used as supplementary materials chosen to serve certain situations because they were designed by different people and for different purposes and circumstances. Even though many efforts have made great progress in creating electronic content either to improve online learning or to reinforce the outcome of the real regular traditional face-to-face classrooms. But during the covid-19 pandemic, many countries adopted the E-learning approach to saving their educational system. The Libyan educational system adopted the E-learning mode too. Furthermore, this study examines the effectiveness of E-learning specifically in teaching English Composition 1&2 courses for first and second semester English Language undergraduates at the Faculty of Arts of Tripoli by shedding light on some major techniques used to enhance Writing e-teaching and e-learning skills. The purpose of this study was to identify some of the most important observable e-teaching and e-learning behaviors. They are identified in the following three main areas. First, strategies in designing a digital writing syllabus and an appropriate curriculum. Second, the influence of E-learning on instructors’ personal and career development, and motivation as well. This is in addition to its impact on students’ motives, intentions, and desire for returning to study atmosphere away from the sorrow of war and covid-19. Finally, the role of the infrastructure of the English Department specifically and the University of Tripoli in general, compared to the fundamental requirements of the international E-learning and online quality standards in the near future. Working on the above three elements throughout this study helped to establish fundamental criteria in evaluating e-learning and e-teaching of Compositions 1&,2. Actually, results indicate the possibility of implementing this system in many other departments of English Language. The implementation is likely high and not risky! Smart mobile phones, computers, iPads, and laptops were tools and instruments used to apply this experience by downloading the Telegram application. This application provided students with virtual educational channels and discussion groups called after the names of the subjects. Data for this study were extracted from students' feedback and their opinions on the discussion groups of both two educational channels of Composition 1& 2 on Telegram. It is conducted regularly by the instructor of both subjects. It also included the results of online course reviews completed during Autumn 2020, Spring 2021, Autumn 2021, and Spring of 2022. The data includes also the results of post-questionnaires. Findings indicated that many efforts have been made to assess e-learning and e- teaching of these two subjects including evaluating their course description, course curriculum, student engagement, and the instructor's performance. Results also have shown positive outcomes seen in the improvement of students ' performance and instructors’ self-development during the four semesters of this case study.