the role of inspector is seen as a strategy to monitor and develop the education quality. The purpose of this study is to explore the role of Libyan secondary school inspectors in implementing the inservice training program offered by the government. A total of 31 English language teachers completed a questionnaire. Results revealed that the role of inspectors is passive in some aspects of implementing training programs because the Center of In-Service Training in Libya focuses on training teachers rather than inspectors. Therefore, inspectors need to be effectively involved in the process of training programs to meet teachers' needs, develop and update teaching skills. The findings prompt a re-thinking about the role of inspectors in implementing the in-service training programs to provide great insights into the education in the Libyan context.  

Technology has become an essential part of education today, and learning environment has changed from that of many years ago; students need to use technology as an alternative effective learning tool for learning English language as a foreign language (EFL). Most of current studies in the educational use of social media seem to pay more attention to the students' use of Facebook in learning. This research explores 14 university learners use of Facebook group and it mainly focuses on lecturers' role in Facebook group. This qualitative study involved observation and some interview questions. Current findings highlight that there are potential benefits to using Facebook for learning with reference that these students still need a guideline and support from their lecturers to learn English via Facebook. This paper suggests that considerable students' content knowledge of educational technology as Facebook is required to improve their learning. This study hopes to add and expand current body of knowledge about learning English in relation to Facebook used in English foreign language context. 

Group work is believed to be one of the possible solutions to the problem of dealing with large number of students within one speaking class. However, how students perceive group work in their EFL speaking classes is an area that needs to be researched. This study looks at how students perceive group work in their speaking classes and their preference of being given a specific role in a given speaking task that involves working in a group. A questionnaire has been distributed to 42 students to highlight their perceptions towards group work. Results from this study revealed that EFL students seem to like the idea of working in groups in their speaking classes as they reported a number of benefits that they gain when they work in groups, for example, they feel more independent, they have a chance to share ideas, and they speak English in most of the time in the class. However, a number of drawbacks have been also reported by the students, for example, the domination of one student in the group, some students find it difficult to work in a group of mixed gender, and low level students sometimes feel frustrated to work in group.