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All Journal Asshika: Journal of English Language Teaching and Learning Cigarskruie: Journal of Educational and Islamic Research
Abdulghani Abouzied
University of Zawia
Religion Education Social Sciences

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Tazkiya al-Nafs as a Moral Education in Libyan Universities: Student Attitudes toward Spiritual Practices in Islamic Studies and Sharia Programs Naser Abdulghani; Nahid Ayad; Mohieddin Masoud; Sami Barkah; Salem Aladi; Abdulghani Abouzied
Cigarskruie: Journal of Educational and Islamic Research Vol. 3 No. 1 (2025): September
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/cigarskruie.v3i1.464

Abstract

This study examines attitudes toward tazkiyah al-nafs as a form of moral education and the acceptability of spiritually related practices within Libyan higher education. To contextualise and explain survey patterns, semi-structured interviews were conducted with 25 lecturers. Quantitative results indicated strong endorsement of tazkiyah as a basis for character formation and self-control, accompanied by moderate perceptions of feasibility and a concern regarding labelling, with students preferring tazkiyah/akhlaq framing over explicitly “Sufi” labelling. The acceptability results revealed a clear incline. Acceptability results revealed a clear inclination toward educationally framed practices (intention-setting, guided reflection, virtues application, and adab-related service). Conversely, practices likely to be interpreted as public ritual or identity-marked activity (collective loud dhikr, zawiya visits) were viewed as sensitive. Interview findings suggested that acceptance is contingent upon clarity of education, voluntariness, and avoidance of contested symbolism. The study concludes that tazkiyah al-nafs, as an institutionally neutral model, offers a practical pathway for moral education within Libyan university contexts.
The Effect of AI-Supported English Literary Instruction on Learning Archaic Vocabulary among EFL Students Abdulghani Abouzied; DafaAllah Ibrahim; Khuloud Alouzi; Mowafg Abrahem; Bushra Alfallah; Mohieddin Masoud
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 2 (2025): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i2.471

Abstract

Learning archaic vocabulary remains a serious challenge for students studying English literature in an English-as-a-Foreign-Language (EFL) context. This study examines the effect of combining English literary texts with artificial intelligence (AI) tools on the learning of archaic vocabulary among undergraduate students at the Faculty of Languages and Translation, University of Zawia, Libya. The study used a quasi-experimental mixed-methods design with 60 EFL students, divided into an experimental group (n = 30) and a control group (n = 30). Both groups completed a pre-test and a post-test to measure their knowledge of archaic vocabulary in literary texts. The experimental group received AI-supported literary instruction, while the control group received conventional vocabulary instruction. The results showed that both groups improved, but the experimental group achieved much higher gains, rising from a pre-test mean of 9.83 to 16.27, while the control group increased from 9.71 to 12.08. An independent-samples t-test showed a significant difference between the two groups, t(58) = 7.65, p < .001. The questionnaire results also showed very positive student perceptions toward the AI-supported approach. The findings indicate that integrating AI tools into literature-based instruction can improve learning of archaic vocabulary and increase student engagement in EFL higher education.
Co-Authors Bushra Alfallah DafaAllah Ibrahim Khuloud Alouzi Mohieddin Masoud Mohieddin Masoud Mowafg Abrahem Nahid Ayad Naser Abdulghani Salem Aladi Sami Barkah