The present qualitative research aimed to investigate the perceptions of foreign language

teachers regarding the integration of technology into their teaching practices. This research

was purely qualitative and conducted at a school in Al Jumail city, Libya, involving ten

teachers who were interviewed in a semi-structured way. The findings obtained revealed that

the incorporation of technological tools in English classrooms can enhance students’

engagement during lessons and facilitate improved learning outcomes and individualization.

However, the results showed that the integration of these tools is often perceived as timeconsuming

and disruptive to the order of teaching and learning, and also demonstrated that

teachers’ confidence in utilizing technological tools is closely linked to their level of

technological literacy. The implications of the findings can be considered as suggestions for

the local school and English teacher education programs for future reference, therefore, the

integration of theory and practice in second language learning can be effectively achieved

through the use of modern technology.

This study examines the effect of using audio aids by teachers in secondary schools in Azawia City. A mixed-methods approach was used to gather data, a questionnaire completed by 23 teachers who employed audio materials, and semi-structured interviews with the participating students . The questionnaire Thematic analysis of interview data supported the finding that audio aids positively influenced secondary school classrooms. Although some challenges were noted, the benefits of incorporating audio materials were clear, particularly in improving students' speaking skills. Teachers highlighted the role of audio aids in boosting student engagement with the language. Overall, the findings demonstrate that the use of audio aids enhances learner performance, builds confidence, and improves English communication abilities. This study offers some recommendations and opening new doors for new researchers.

This study investigates mainly the effect of class size in EFL English

reading comprehension achievement among Al Amal School students in Al Jumail. In order to find out if there is any relationship between

class size and students' achievement, a test for students was conducted. Forty

four students from Al Amal Secondary School at Al Jumail were involved in

this study. The instrument used in this study Combine quantitative data (e.g.,

test scores) with qualitative data (e.g., observations) for a deeper understanding of how class size affects reading achievement. Two

instrument were used in this study for collecting data (standardized Reading

test and observation. The data collected is analyzed to obtain the results of

this study. The results of this study showed that there is a relationship

between number of students involved in large classes and their reading

comprehension achievement.