Research is conducted all over the world to solve problems or to answer questions of significance to humanity. Academic writing or writing to report research is not easy because it requires adequate background knowledge, interest, motivation and hard work. This study investigates the major challenges in research writing faced by Libyan EFL learners at Sebha University and also explores Libyan teachers' attitudes towards their students' work. A total of 42 students and 4 teachers formed the sample of this study. The present study used a mixed method approach. The findings of the study revealed that Libyan EFL learners have difficulty developing a research project and reporting the findings. The former requires them to identify the area of interest, choose a topic and formulate a researchable problem while the latter typically involves writing a literature review, the methodology, results and discussion sections. Between the two tasks, the students found academic writing the most challenging. It was also found that Libyan teachers had negative attitudes towards their students' research due to the following reasons: lack of motivation, insufficient background knowledge about research, lack of library resources, inadequate number of courses related to research, and the unavailability of Internet in the college.

<em>For most English  language  learners, grammar can be  a very hard subject and some students tend to use different types of  strategies to learn grammar. Using learning strategies is very beneficial as they facilitate the learning process and make it more controlled, enjoyable  and effective for learners. This study explores the grammar learning strategies used by Libyan EFL undergraduate  students  at the English Department of Sebha University and the most  frequents used strategies. The  study also aims to find out if there is a significant difference between the students' use of learning strategies and gender. The population of the study  were  121 Libyan EFL undergraduate students who are currently in  their first and second years.  Data was collected through questionnaire distributed to the participants in the class. The result  of the study revealed that Libyan EFL learners used different types of grammar learning strategies which included memory strategies, metacognitive strategies, socio-affective strategies and cognitive strategies which were the least frequent used ones. It was found that  the most frequent used strategies were memory strategies. The findings also  showed that there is no significant difference between the use of grammar learning strategies and the participants' genders.</em>

The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.

The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.

This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also found that the students employed Arabic frequently to translate words from English into Arabic. The results also reported that the Libyan EFL teachers used Arabic in their classrooms to accomplish many purposes such as helping students to understand, giving instructions, emphasizing information and giving the meaning of new and unfamiliar words. Additionally, teachers held positive attitudes towards the use of Arabic inside the classroom, but they were of the opinion that Arabic can be only used in certain cases and it should not be overused.