المجلة الدولية للبحوث متعددة التخصصات المحكمة
المجلة الدولية للبحوث متعددة التخصصات المحكمة (IJPRMR)، الحاصلة على الرقم الدولي المعياري للدوريات ISSN: 3135-842X، هي مجلة علمية دولية محكَّمة بنظام الوصول الحر، تلتزم بنشر البحوث العلمية الأصيلة، والمقالات المرجعية، والاتصالات العلمية، وغيرها من الإسهامات الأكاديمية عالية الجودة في مختلف التخصصات العلمية. وتهدف المجلة إلى توفير منصة أكاديمية موثوقة تتسم بالشفافية والتميز، تُمكّن الباحثين والأكاديميين والمهنيين من نشر نتائج أبحاثهم، وتعزيز التعاون بين مختلف التخصصات، والإسهام في تطوير المعرفة العلمية وخدمة المجتمع البحثي على المستويين الإقليمي والدولي.
The Reality of Implementing Modern Educational Assessment Methods among Basic Education Teachers and Their Role in Improving Students’ Academic Performance
This study aimed to identify the reality of implementing modern educational assessment methods among elementary school teachers and their role in improving students' academic performance from the teachers' perspective in the city of Al-Zawiya. To achieve the research objectives, the researcher employed a descriptive-analytical approach due to its suitability for the nature of the study. A questionnaire was designed as a data collection instrument, consisting of several dimensions that addressed modern educational assessment methods, their level of implementation, and their role in improving students' academic performance. The study sample comprised 40 elementary school teachers in Al-Zawiya city, selected through random sampling. The results revealed that the degree of implementing modern educational assessment methods among teachers was at a moderate level, tending toward high. The findings also indicated a positive role for modern assessment methods in improving students' academic performance, particularly formative assessment, performance-based assessment, and self-assessment methods. Furthermore, the results identified several obstacles that limit the effective implementation of these methods, most notably the density of curriculum content, time constraints, and lack of specialized teacher training. In light of these findings, the study recommends intensifying educational training programs for teachers, incorporating modern assessment methods into educational plans, and encouraging teachers to diversify assessment tools in ways that contribute to improving student learning and academic performance.
الحقوق الفكرية (c) 2026 المجلة الدولية للبحوث متعددة التخصصات المحكمة
Psychological Stress and Coping Strategies among University Students
In light of rapid social and economic transformations and increasingly complex lifestyles, psychological stress has become a prominent phenomenon that threatens individuals’ psychological balance and academic performance, particularly university students who face unique demands and challenges. The psychological stresses experienced by university students—whether familial, economic, or academic—are increasing, which may negatively affect their mental health, academic achievement, and adaptive capacity. This situation necessitates an understanding of the nature of these stresses and the coping strategies adopted by students. The study aimed to identify the level of psychological stress among university students, determine the most prominent coping strategies used to confront these stresses, and examine the role of psychological and educational counseling in alleviating their severity and enhancing adaptive capacity. The study adopted the analytical descriptive approach through reviewing and analyzing relevant Arabic and foreign literature and previous studies related to psychological stress and coping strategies among university students. The results were categorized, and general trends were derived. في ظل التحولات الاجتماعية والاقتصادية المتسارعة وتعقد أنماط الحياة المعاصرة، أصبحت الضغوط النفسية ظاهرة بارزة تهدد التوازن النفسي والأداء الأكاديمي، لا سيما لدى طلبة الجامعة الذين يواجهون متطلبات أكاديمية واجتماعية واقتصادية متعددة. وتؤثر هذه الضغوط سلبًا في الصحة النفسية للطلبة، ومستوى تحصيلهم الدراسي، وقدرتهم على التكيف، مما يستدعي دراسة طبيعتها واستراتيجيات المواجهة المستخدمة للتعامل معها. هدفت الدراسة إلى التعرف على مستوى الضغوط النفسية لدى طلبة الجامعة، وتحديد أبرز استراتيجيات المواجهة التي يعتمدونها، إضافة إلى الكشف عن دور الإرشاد النفسي والتربوي في التخفيف من حدتها وتعزيز القدرة على التكيف. اعتمدت الدراسة المنهج الوصفي التحليلي من خلال مراجعة وتحليل الأدبيات والدراسات السابقة العربية والأجنبية ذات الصلة بموضوع الضغوط النفسية واستراتيجيات المواجهة لدى طلبة الجامعة، وتم تصنيف النتائج واستخلاص الاتجاهات العامة. وأظهرت نتائج تحليل الأدبيات أن طلبة الجامعة يعانون من مستويات متوسطة إلى مرتفعة من الضغوط النفسية الناتجة عن مصادر أكاديمية واجتماعية واقتصادية وشخصية. كما تبين تنوع استراتيجيات المواجهة بين استراتيجيات موجهة نحو المشكلة مثل التخطيط وإدارة الوقت وطلب الدعم، واستراتيجيات موجهة نحو الانفعال مثل إعادة التقييم الإيجابي والتفريغ الانفعالي وأحيانًا التجنب. كما أكدت النتائج أن فاعلية استراتيجيات المواجهة ترتبط بسمات شخصية مثل تقدير الذات والمرونة النفسية. وأشارت الأدبيات إلى الأثر السلبي للضغوط غير المدارة على الصحة النفسية والأداء الأكاديمي، وإلى أهمية الإرشاد النفسي والتربوي في دعم الطلبة وتنمية مهارات التكيف. وفي ضوء ذلك، توصي الدراسة بتعزيز خدمات الإرشاد النفسي في الجامعات وتنفيذ برامج تدريبية لإدارة الضغوط، وإجراء مزيد من الدراسات الميدانية في هذا المجال.
Test-Wiseness Skills among Female Students at the Abu-Isa Faculty of Education
This study examines test-wiseness skills among female students at the Faculty of Education, Abu Issa. Test-wiseness is considered an important factor influencing students’ performance in achievement tests, particularly multiplechoice examinations. The study aims to highlight the concept of test-wiseness and its role in improving students’ test performance, as it represents a set of cognitive abilities and strategies that help students deal effectively with test items, even when they do not have full knowledge of the content. The literature review indicates that test-wiseness contributes to explaining variations in students’ test scores, as some students achieve higher scores due to their possession of these skills, even when their academic preparation is weaker. Conversely, a lack of test-wiseness skills may lead to negative outcomes such as increased test anxiety, reduced motivation, and lower academic achievement. The study emphasizes the importance of training students in test-wiseness strategies, such as carefully reading instructions, managing time effectively, and understanding question requirements. However, it also stresses that these skills are not a substitute for proper preparation and continuous studying. The study concludes that educational institutions should pay greater attention to developing test-wiseness skills among students in order to enhance academic performance and ensure more accurate and fair assessment of achievement.
Alternative Assessment in the Educational Process
This study examines alternative educational assessment as a modern approach that seeks to overcome the limitations of traditional assessment, which focuses on paper-based tests and lower-order thinking skills. The study aims to highlight the role of alternative assessment in measuring students’ achievement and evaluating their performance through authentic, performance-based tasks that reflect their real abilities. The researcher adopted the descriptive analytical method through reviewing relevant educational literature and previous studies. The findings indicate that alternative assessment relies on the active participation of learners in completing tasks that require research, analysis, and higher-order thinking, which provides a comprehensive and multi-dimensional picture of their learning. It also allows for continuous feedback, contributing to improving the quality of learning and developing higher-order thinking skills and collaborative work. The results further show that alternative assessment represents a fundamental shift in educational practices, moving from a culture of testing to a culture of continuous assessment, and from measuring surface-level knowledge to evaluating real performance in life-like situations. In light of this, the study recommends adopting alternative assessment strategies, training teachers in their tools, and promoting their use among all participants in the educational process, in order to enhance the education system and achieve high-quality learning outcomes.
Mitigating Foreign Language Speaking Anxiety: The Impact of a Self-Hosted AI VoiceChatbot in the Libyan EFL Context
This study is grounded in Krashen's Affective Filter Hypothesis, and it investigates how interactive and AI environments mitigate Foreign Language Speaking Anxiety (FLSA). While prior research has extensively explored commercial AI platforms, a critical empirical gap exists regarding researcher-developed self-hosted AI chatbots in high-anxiety EFL contexts. This study addresses this gap by analyzing the pedagogical impact of a localized AI tool at one University. A quasi-experimental design was adopted with a sample of N = 45 EFL learners (experimental group n = 25; control group n = 20). The intervention employed a self-hosted AI voice chatbot based on GPT-4orealtime-preview API. It is designed as an oral production environment, while the control group received traditional classroom instruction. Data were collected using the Foreign Language Speaking Anxiety Scale, and they were analyzed using independent-samples t-tests. The results revealed a significant reduction in anxiety levels for the experimental group (p < .001), with a large effect size (Cohen's d = 1.48). Post-test scores for the experimental group decreased significantly (M = 2.61, SD = 0.38) compared to the control group (M = 3.28, SD = 0.41), t(43) = 7.89. The participants demonstrated enhanced linguistic confidence and a 30–38% reduction in avoidance behaviors, suggesting an increased willingness to communicate in peer and classroom interactions. These findings indicate that localized AI-driven conversational agents provide a "psychological safety net" that fosters risk-taking and learner autonomy. This study offers empirical evidence that adapted AI tools as viable pedagogical instruments for overcoming psychological barriers in restrictive EFL settings.
A Critical Discourse Analysis of Racism, Equality, and Empowerment in MichaelJackson’s “They Don’t Care About Us”
This study examines how racism, equality, and empowerment are discursively constructed in Michael Jackson’s protest song “They Don’t Care About Us”, using Critical Discourse Analysis (CDA). The research adopts Fairclough’s Three-Dimensional Model to analyze the song at the levels of textual features, discursive practice, and social practice. A qualitative approach is employed to examine linguistic strategies such as pronoun usage, agency, lexical choices, repetition, and rhetorical questioning. The findings reveal that racism is represented as systemic and institutional, equality is framed as a denied but legitimate right, and empowerment is constructed through collective identity and resistance. The study demonstrates that popular music can function as a powerful form of social discourse that challenges dominant ideologies and articulates social critique. This research contributes to the application of CDA in the analysis of cultural texts and highlights the role of language in shaping social awareness and resistance.
Artificial Intelligence in English Language Learning: Reliability, Limitations, and Risks ofFree AI Tools
The rapid advancement of artificial intelligence (AI) has significantly influenced educational practices, including English language learning. Free AI tools such as chatbots, grammar checkers, and text generators are increasingly used by learners to support various language learning activities, including writing, vocabulary development, and grammar correction. These tools offer several advantages, including easy accessibility, immediate feedback, and opportunities for autonomous learning outside the classroom. However, concerns have emerged regarding the reliability, limitations, and potential risks associated with AI-generated content. This paper reviews existing literature on the use of free AI tools in English language learning, with a particular focus on the accuracy and reliability of the information they provide. The review examines how AI-generated content can sometimes contain inaccurate explanations, inconsistent responses, or fabricated information due to the probabilistic nature of large language models. In addition, the paper discusses the pedagogical and technical limitations of free AI tools and the potential risks of misinformation for language learners. The findings of the review suggest that although free AI tools can serve as useful supplementary resources for English language learners, their outputs should be approached critically. Learners and educators should be aware of the potential inaccuracies of AI-generated content and verify information using reliable academic sources. The paper also highlights the importance of promoting AI literacy and responsible use of AI technologies in language education. Finally, several research gaps are identified, including the need for further studies on the accuracy of AIgenerated linguistic information and the pedagogical integration of AI tools in English language learning contexts.
Exploring Academic Writing Difficulties in EFL Master’s Dissertation Writing in theLibyan Context
Academic writing is a central requirement in postgraduate study and a major challenge for English as a Foreign Language (EFL) students. Writing a Master’s dissertation demands advanced academic literacy skills, which many EFL students struggle to develop. This study investigates the academic writing challenges faced by Libyan Master’s students while writing their dissertations in the English language, Applied Linguistics. Adopting a qualitative research design, data were collected through semi-structured interviews with Master’s students and their supervisors at Al Zawiya University, The Libyan Academy, and Misrutah University. Thematic analysis revealed several recurring academic writing challenges, including grammatical and lexical limitations, difficulties with coherence and cohesion, problems with paraphrasing and summarizing sources, and challenges related to referencing and avoiding plagiarism. Supervisors confirmed that these issues frequently affect the quality of students’ dissertations and require continuous guidance and revision. The findings suggest that limited prior training in academic writing and insufficient exposure to research-based writing practices contribute significantly to these challenges. The study highlights the need for enhanced academic writing instruction and targeted support within postgraduate programs. It is hoped that the findings will inform curriculum design, supervisory practices, and academic writing support initiatives in Libyan higher education.
A Critical Discourse Analysis of Equality and Resistance in Seretse Khama’s KgotlaSpeech in the Movie A United Kingdom (2016) Using Van Dijk’s Socio-CognitiveFramework
Political speeches are powerful tools for shaping social ideologies, constructing leadership identities, and challenging oppressive systems. This study employs Critical Discourse Analysis (CDA), guided by van Dijk’s socio-cognitive framework, to examine Seretse Khama’s Kgotla speech as portrayed in the film A United Kingdom (2016). The analysis explores how the speech constructs discourses of equality, resistance, and moral leadership across textual, cognitive, and social dimensions. At the textual level, Khama’s strategic use of metaphors, parallelism, rhetorical questions, repetition, and emotional appeals frames segregation as morally and socially unacceptable while emphasizing equality as a universal ethical principle. At the cognitive level, these linguistic strategies shape audience mental representations, foster empathy, and encourage critical reflection on the ethical implications of racial discrimination. At the social level, the speech situates its arguments within the historical and political realities of colonial Bechuanaland, challenging entrenched power structures and legitimizing Khama’s leadership based on moral and ethical principles. The findings demonstrate that the speech operates simultaneously across multiple levels, using rhetoric to mobilize social consciousness, construct ideological meaning, and promote collective ethical responsibility. This study highlights the enduring importance of language in political discourse and the value of CDA as a framework for analyzing how leaders communicate resistance, equality, and moral authority.
Solar-Powered Home Lighting Systems: Trends, Technologies, and SustainabilityPerspectives
Solar-powered home lighting systems have emerged as a sustainable and cost-effective solution for residential electricity needs, particularly in off-grid and rural areas. This literature review examines the technological developments, emerging trends, and sustainability implications of solar home lighting systems. Key components, including photovoltaic modules, energy storage batteries, inverters, and LED lighting, are analyzed in terms of efficiency, reliability, and affordability. The review also explores innovations such as smart lighting systems, advanced photovoltaic materials, and portable solar solutions, highlighting their potential to enhance energy access and user experience. Furthermore, the environmental, economic, and social sustainability benefits of solar home lighting are discussed, alongside challenges such as high initial costs, variability in solar irradiance, battery disposal, and maintenance requirements. Policy frameworks, incentives, and regulatory standards that promote adoption are emphasized. Finally, future research directions are identified to improve system performance, sustainability, and accessibility. The findings demonstrate that solar-powered home lighting represents a viable and impactful approach to achieving energy security and supporting sustainable development goals.
The Effectiveness of Using Artificial Intelligence on Learning Vocabulary among LibyanEFL University Undergraduates at Zawia University
This study investigates the effectiveness of using artificial intelligence (AI) in enhancing vocabulary learning among Libyan EFL undergraduate students at Zawia University. The research adopts a quasi-experimental design involving an experimental group exposed to AI-based vocabulary learning tools and a control group taught through traditional methods. Data were collected using pre-test and post-test instruments to measure vocabulary acquisition. Statistical analysis revealed a significant improvement in the experimental group compared to the control group. The findings suggest that AI-based learning environments provide interactive, adaptive, and personalized learning experiences that enhance vocabulary retention and usage. The study concludes that AI integration in EFL classrooms significantly improves vocabulary learning outcomes and recommends its incorporation into higher education curricula in Libya.
The Impact of Classroom Seating Arrangements on Student Engagement in EFLClassrooms: A Case Study at a Libyan Preparatory School
This study employs a case study design to provide an in-depth understanding of the impact of classroom seating arrangements on EFL students’ engagement. Grounded in engagement theory and communicative language teaching, the study employs an explanatory mixed-methods approach, where quantitative data were collected using structured classroom observations, followed by qualitative data from a semistructured teacher interview to explain the observed patterns. The study focuses on a single ninth-grade EFL classroom consisting of 30 students taught by one teacher under two different seating arrangements: traditional row seating and cluster group seating. Quantitative data were gathered using time-sampling techniques to measure on-task behavior, while qualitative data explored the teacher’s perceptions of engagement, feasibility and classroom management. The findings indicated that while row seating supported initial behavioral control, cluster resulted in with higher levels of student engagement, although practical constraints such as classroom space and furniture limited its consistent implementation. The study stressed the importance of aligning classroom organization with pedagogical goals and contextual realities.
The Role of Inspectors in Guiding Primary School Teachers: Teachers’ Perspectives in Al AjilatPrimary Schools
School inspection is recognized as a factor to maintain and improve educational quality across schools worldwide. Inspectors implement several roles such as evaluating teachers’ performance and providing professional guidance. However, it is unclear whether inspection practices function as mechanisms of control or as sources of support for teachers. This study aims to explore primary school teachers’ perspectives on the role of inspectors in supporting their professional performance in schools located in Al Ajilat. The study adopts a qualitative approach. Data were collected using semi-structured interviews with a purposive sample of primary 12 school teachers. The interviews explored teachers’ experiences, perceptions and responses regarding inspection practices. The data were analysed using Thematic Analysis to identify themes related to the perceived roles of inspectors, the nature of support and the challenges faced by teachers. The findings provide deeper insights into how teachers interpret inspection practices and highlight the need to balance supportive roles to enhance teacher performance and professional development.
Developing English Speaking Skills through Role-Play Activities: Challenges and Solutions
This paper examines the effectiveness of role play activities in developing English speaking skills in EFL classrooms. Speaking is often considered as the most challenging language skill for students, particularly in environments dominated by teacher centered instruction and limited opportunities for authentic communication. Drawing on communicative language teaching principles and sociocultural theories of learning, it explores how the role play can promote active student engagement, reduce speaking anxiety, and enhance communicative competence. The study follows a qualitative descriptive approach based on a systematic review of relevant theoretical and empirical literature. The findings indicate that role play activities provide a meaningful, contextualized language practice which supports fluency, confidence, and motivation. Furthermore, the study highlights key challenges associated with applying role play, such as uneven participation and lack of learner preparedness, and proposes practical solutions and step by step guidelines for effective classroom application. The paper concludes that when carefully planned and guided, role play is a powerful pedagogical tool for improving EFL students’ speaking skills across both traditional and online learning contexts.
Using Technology in the Classroom for English Language Learning
Nowadays there is considerable debate regarding the integration of technology in language learning classrooms. It is widely acknowledged that digital tools and resources have transformed the way languages are taught and learned. This implies that both traditional and modern approaches to language instruction must be re-evaluated in light of technological advancements. Researchers suggest that technology-enhanced language learning, regardless of the target language, follows new paradigms that differ significantly from conventional methods. The purpose of the study is to highlight the main concepts of English language learning through technology integration in the classroom. The objectives are to examine the challenges of teaching English as a foreign language using technology, to investigate current trends in technology-assisted language teaching, to explore various digital tools and applications used in the classroom for teaching English as a foreign language, and to analyze the impact of technology on classroom interaction and student engagement. The methodology includes a comprehensive literature review related to technology integration in language learning, methods of analysis, classification, and comparative analysis of different technological approaches. The most important results include understanding how digital natives acquire language skills through technology, the fundamentals of technology-enhanced language teaching, comparisons of various digital tools and platforms, examination of theories such as connectivism, multimodal learning, and different types of interaction facilitated by educational technology. It is concluded that it is essential to make EFL learning engaging, interactive, and relevant to the digital age. The most effective way to achieve this is to incorporate technology meaningfully into classroom instruction. When technology is used for educational purposes in a classroom setting and is accepted as valuable and effective, teachers can begin to implement various digital tools strategically. Technology for teaching EFL has numerous advantages in addition to facilitating language skill development.
The Relationship between Teaching Techniques and Learning Strategies in Learning NewIdiomatic Expressions: A Case Study at Secondary Schools in Istanbul
This study aims to investigate the techniques of teaching new idiomatic expressions adopted by non-native teachers of the English language. It also aims to investigate the strategies of learning new idiomatic expressions adopted by learners in relation to their proficiency level. The work is based on two hypotheses: It is hypothesized that there is a relationship between the techniques and strategies used for teaching and learning new English idiomatic expressions. It is hypothesized that the learner's proficiency level might not affect their choice of a particular strategy. To test these hypotheses, the researcher has chosen a purposive sample: pupils of the first year, second year, and teachers of English language at the secondary level schools, in Istanbul, Turkey, during the academic year 2025. The instruments used to collect data were two questionnaires (a teachers' version and a pupils' version). To analyze and interpret the data, percentages and Chi-Square were used. The results showed that there is a relationship between the techniques of teaching and the strategies of learning new idiomatic expressions. The chisquare test showed that the results were statistically significant at level 0.05, supporting the second hypothesis that the learner's stage of learning does not affect their choice of a particular strategy.
Enhancing Writing Skills through Peer-Reviewing among EFL Undergraduates
Numerous studies support peer-reviewing as beneficial for second language learners, enhancing writing quality, critical thinking, and overall English proficiency. However, there is still a limited number of research on how this technique influences students' ability to produce well-structured academic writing. Peer-reviewing and traditional writing instruction have quite different learning goals. Peer-reviewing aims to make students actively engage in evaluating and providing feedback on peers' work, developing their analytical skills and writing awareness. Meanwhile, traditional writing instruction emphasizes teacher-centered feedback and individual writing practice. This research aims to examine the effect of peer-reviewing strategies on students' ability to improve their writing skills among EFL undergraduates. The method used in this research is experimental by using "One Group PretestPosttest Design." This design requires conducting a pre-test before implementing the treatment, then followed by conducting a post-test once it is completed. The results of this study indicated that the peer-reviewing strategy applied to class A of the English Education Study Program for one semester can significantly improve the quality of students' writing skills. This improvement can be seen from the results obtained in the pretest and post-test which have been conducted before and after treatment (Peer-Reviewing). By conducting peer-reviewing activities, it can bolster students' academic writing scores by cultivating deep-seated writing competence, vocabulary breadth, grammar awareness, and critical thinking skills. Through consistent engagement in evaluating and providing feedback on diverse peer texts, students enhance their overall writing proficiency, fostering a solid foundation for improving academic performance.
The Effectiveness of Gamification in Teaching Vocabulary to EFL Learners
Vocabulary acquisition plays a fundamental role in second language learning, as it enables learners to comprehend texts, communicate effectively, and participate in meaningful interactions. However, many English as a Foreign Language (EFL) learners struggle to retain new vocabulary due to traditional teaching methods that rely heavily on memorization and repetitive exercises. Gamification, which involves integrating game elements such as points, badges, leaderboards, and challenges into educational contexts, has emerged as an innovative strategy to increase learners’ motivation and engagement. This study explores the effectiveness of gamification in teaching vocabulary to EFL learners through a qualitative literature review approach. The findings indicate that gamified learning environments enhance student engagement, improve vocabulary retention, and promote active participation in language learning activities. The results also highlight the importance of aligning game mechanics with pedagogical objectives to maximize learning outcomes. The study suggests that incorporating gamification into vocabulary instruction can significantly contribute to improving EFL learners’ motivation and vocabulary acquisition.