The role of technology is becoming more and more important in the different aspects of our life, and its role in ELT is no exception. An example of the application of technology in ELT is email, which is considered one of the most effective tools of communication nowadays. The paper investigates the application of email in thesis supervision in Libya taking the Department of English at the University of Zawia and its counterpart in the School of Languages at the Libyan Academy as examples. The aim is to shed light on the situation and determine to what extent Libyan supervisors and supervisees benefit from email as one of the modern technological tools in facilitating their work. Another aim is to try to specify the problems they face in this respect in order to find better ways that may help in dealing with them. To fulfill these aims, two questionnaires were designed; one for supervisors and the other for supervisees. These questionnaires sought answers to the main research question: To what extent do supervisors and supervisees use email in their communication with each other and for what purpose. The results show that half of the participating supervisors do not use email in their supervision. Similarly, half of the supervisees investigated were found not to be using email to communicate with their supervisors mainly because their supervisors were not willing to use it. One of the possible reasons for not using email by supervisors is that they are technophobes because they lack knowledge and experience in using technology and thus they are not aware of its importance and usefulness amongst other reasons 

 This study is a comparison between English and Arabic vowels. First a description and classification of vowels in the two languages is given. Then the two sets of vowels are contrasted to find which vowels are similar and which are not. Finally, the set of similar sounds are analysed acoustically to find out to what extent they are similar. This is done by recording two sets of words containing these vowels and measuring their formants and duration. The findings show that although these sounds are similar in some aspects, Arab learners of English do not replace English vowels with their Arabic counterparts but, instead they try to reach the target sounds even though they are not completely successful in achieving their goal. 

In the introduction of this paper the aims, the subject and its importance are briefly stated. However, the paper consists of two main parts. The first part deals with the segmental phonology of Tripolitanian Arabic and this includes classification of both vowels and consonants and relevant features such allophonic variation, length, geminating and clusters. The second part, on the other hand, deals with the suprasegmental level of the dialect and in which its syllable structure and stress pattern are discussed. In the conclusion, the findings of the research are summarised and some recommendations for further research are given.