In 1997, the Department of English (Faculty of Languages, University of Tripoli) canceled Graduation Project (GP) as a graduation requirement primarily due to growing student plagiarism. Two decades on, the Department decided it is time for Returning to Graduation Project (RGP). In preparation for this, a Research Methods (RM) module was delivered to students, and an intense 'research design and methodology' course was taken by the staff. In this exploratory mixedmethods case-study research, the main question focuses on attitudes and perceived challenges facing students and staff concerning RGP. The aim is to tackle negative attitudes and perceived obstacles in anticipation of a successful RGP, which spells out the significance of the research. Data were collected through a questionnaire (n=52) and a focus group discussion with seventhsemester students (10); semi-structured interviews with staff (13). A small majority of students (54%) supported RGP; the remaining 46% raised two kinds of concerns: realistic challenges of lacking resources, inadequate RM skills, and supervisor issues; unrealistic challenges involved time constraints, fear of presenting, and problems of determining research topics. Staff members were receptive to RGP but raised numerous concerns. Whereas experienced members expressed cynicism due to low students competencies and lacking resources, others saw RGP as an opportunity for students to gain practical research experience ahead of postgraduate study. Several challenges were perceived, chief among them are students lack of research skills, inexperienced supervisors, inadequate resources, and an everlasting concern with plagiarism. New staff reported the need for tuition in 'data analysis and interpretation', and 'supervision practice'. Peculiarities characteristic of the case milieu emerged.

In 1997, the Department of English (Faculty of Languages, University of Tripoli) canceled Graduation Project (GP) as a graduation requirement primarily due to growing student plagiarism. Two decades on, the Department decided it is time for Returning to Graduation Project (RGP). In preparation for this, a Research Methods (RM) module was delivered to students, and an intense ‘research design and methodology’ course was taken by the staff. In this exploratory mixed-methods case-study research, the main question focuses on attitudes and perceived challenges facing students and staff concerning RGP. The aim is to tackle negative attitudes and perceived obstacles in anticipation of a successful RGP, which spells out the significance of the research. Data were collected through a questionnaire (n=52) and a focus group discussion with seventh-semester students (10); semi-structured interviews with staff (13). A small majority of students (54%) supported RGP; the remaining 46% raised two kinds of concerns: realistic challenges of lacking resources, inadequate RM skills, and supervisor issues; unrealistic challenges involved time constraints, fear of presenting, and problems of determining research topics. Staff members were receptive to RGP but raised numerous concerns. Whereas experienced members expressed cynicism due to low students competencies and lacking resources, others saw RGP as an opportunity for students to gain practical research experience ahead of postgraduate study. Several challenges were perceived, chief among them are students lack of research skills, inexperienced supervisors, inadequate resources, and an ever-lasting concern with plagiarism. New staff reported the need for tuition in ‘data analysis and interpretation’, and ‘supervision practice’. Peculiarities characteristic of the case milieu emerged.

How Teacher Power (TP) is exerted impacts affective learning and class participation. This mixed-method case-study research explores TP and the role of gender in a Libyan EFL Teacher Education context. Classroom discourse is analysed to determine the scale of Teacher Power Strategies (TPS) manipulated by both male and female educators with respect to Pro-social Teacher Power (PTP) and Anti-social Teacher Power (ATP). Six teacher educators (three males and three females) have been observed over 18 lectures involving 47 second-semester students. How the student teachers perceive and react to TP is explored through focus group interviews. The findings reveal interesting gender differences in the application of anti and pro-social power; the males’ TP ratio (2.3:1) is much greater than the females’ (1.5:1) who display far less ATP, e.g. command power, with zero criticism and zero coercion; PTP is distinguished by politeness and compliment; “command softening”, mitigated power and lowered anxiety. The students tolerate teachers’ command, interruption, questioning for pedagogic reasons; cases of unwarranted coercion and unconstructive criticism are met with silent protest. In conclusion, a balance of power is deemed essential in fostering students’ well-being, promoting a relaxed stress-free atmosphere, and facilitating active student participation.

Teacher power (TP) is a function of teacher knowledge that makes teachers far superior over their students. How TP is exerted in language classrooms can influence students’ emotional well-being and can hinder active participation. This case study employs a discursive approach- rather than a perceptive one- to explore how Libyan EFL teacher educators exercise power and whether such power is influenced by gender. Teachers’ discourse is recorded and analysed quantitatively and qualitatively to determine the extent to which male and female teachers utilise pro-social or anti-social power how student–teachers respond to and perceive TP is also investigated. Six teacher educators (three males and three females) were observed over 18 lectures (22 hours) involving 47 students. Personal interviews were conducted with the educators, besides holding focus groups. The findings reveal convergent patterns of power with unique gender variances in TP ratios (anti-social: pro-social). Male power ratio (2.3:1) was much greater than the females’ (1.5:1) who displayed command power, zero criticism, and zero coercion; Female power was distinguished by politeness, compliment and “command softening” whereas the students tolerated command, interruption, and questioning, unwarranted coercion and unconstructive criticism were met with silent protest. Balancing power was deemed crucial to foster affective stress-free learning.