Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development.

This study explores the Libyan undergraduates' capability to comprehend English collocations and phrasal verbs and translate them into Arabic. It also targets investigating the types of obstacles that these students encounter when they translate English collocational expressions. The methodology used in this study was based on quantitative and qualitative methods where a translation test consisting of two main parts was given to sixty-two (62) female undergraduates from the English department, Faculty of Education, University of Tripoli. An in-depth analysis of participants' answers was performed, and the results were reported. The study concluded that the participants struggled to translate English collocations and phrasal verbs. In addition, the translation production reveals that grammatical, lexical, and cultural problems were the main problem areas identified in students' answers. These problems are related to the influence of LI (Arabic), lack of appropriate vocabulary, difficulty in understanding vocabulary use, lack of translation practice, the misuse of literal translation and translation teaching methods. However, though the cultural gap between  L1 (Arabic) and L2  (English) is huge, it could be minimized and bridged by using new techniques in teaching collocations and translation and frequent practice in translation.

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