A thesis in Partial Fulfilment of the Requirements for the Degree of Master in

Population of the Study

This study was conducted in the researcher‟s hometown (Sirte) which is located in Libya. Sirte is regarded as the political city in Libya. It is about 450 KM in distance from the capital of Libya which is known as Tripoli. The study was conducted in all the secondary schools in Sirte. Each and every boy‟s and girl‟s schools were selected for conducting this study so there was no gender discrimination in this study.

0. Samples and Sampling

All secondary schools which are located in the researchers‟ hometown were selected for conducting this study. There are a total of 12 secondary schools in Sirte. From these schools, all Libyan English language teachers were selected equally without any preferences. From these schools, the researcher could obtain responses from 70 English language teachers who were assisting in this research. The questionnaires were distributed to all the teachers and they were given

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sufficient time to fill up and return the questionnaires to the researcher‟s appointed helpers. The rationale for selecting all the English language teachers in Sirte was to ensure a higher reliability regarding the opinions pertaining to the use of ICT in teaching EFL in Sirte, Libya.

0. Instrument

In this study, the questionnaire in (Appendix A) was used to gather data from the respondents. The survey questionnaires are divided into 5 sections, and each section of the questionnaire has its own objective to achieve. Closed-ended questions are widely used in the questionnaire as they offer numerous advantages. According to Fraenkel et.al. (1996), this type of question enhances the consistency of responses across the respondents. Also, it is easier and faster to tabulate the data collected. Before distributing the questionnaires, a few selected respondents who were proficient in the content and language had read the questionnaire to determine its validity. The reliability of the questionnaires were then determined through a pilot test carried out on a sample of 15 students who are EFL teachers. Any ambiguity, mistakes and misinterpretations found were corrected or rephrased again. Some of the questions that used in the questionnaire were adapted from Zainab (2006), study.

Section one is intended to obtain some personal information on the respondents such as gender, age, academic qualifications and teaching experience. Close-ended questions have been used in this section.

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Section two is designed to gather data on the teachers‟ experiences in attending any ICT courses in general and computer technology in particular. Also this section is intended to know that, whether the courses they attended are useful in teaching EFL in Libya. Close-ended questions have been used in this section.

Section three is manipulated to seek information about the teacher‟s access to computer technology facilities at schools. In this section Close-ended questions have been used.
Section four the questions aimed to measure the teacher‟s perception on the use of ICT in teaching EFL. The teachers were required to indicate their perceptions based on five-point Likert scale with the following anchors: 1- Strongly disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly agree.
Section five consists of two items. The first one focused on the challenges encountered by Libyan teachers in using computer technology (ICT) in teaching EFL using five-point Likert scale with the following anchors: 1- Strongly disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly agree.
On the other hand, the second item requires the respondents to put forward suggestions and comments related to the use of computer technology (ICT) in the teaching of EFL in Libya. Open-ended question was used in this item, which, according to Weisburg (1977) has the advantage where it allows the respondents greater freedom in framing the answer.
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0.