Date of Award
Curriculum and Instruction
P. Bruce Uhrmacher
English, Language learning, English as a second language, Libya
International demand for learning English has increased dramatically during the last three decades. The ability to speak English has become an essential tool of global communication in many sectors, including international commerce, science, technology, and entertainment. Little research has been conducted to examine the teaching methods and instructional practices being used in Libyan EFL classrooms and their impact on the students' use of English in authentic situations. Due to the importance of improving both the teaching and learning of English as a Foreign Language (EFL) in Libya, the aim of this study is to understand EFL Libyan educators’ classroom instructional practices and teaching methods that are currently employed at Alnour Primary and Secondary School in Tripoli, Libya. This case study targeted the exploration of the Pedagogical practices used for teaching English in a communicative manner, how students practiced using English in communicative situations, and the corresponding challenges teachers faced while teaching at Alnour Primary and Secondary School. The application of purposive selection and criterion sampling allowed for the selection of four female English Libyan teachers with experience levels in teaching EFL, ranging from 2-20 years. Usually, qualitative research takes place in a natural setting to enable researchers to become immersed in the actual context to obtain in-depth information (Creswell, 2013). Because of the global pandemic (Covid-19) and the consequent travel ban, travelling to collect data at the selected research site was not feasible. As a result, the process of data collection was not carried out as originally planned. Instead, data were collected through phone and skype interviews, video observations of live class sessions, and questionnaires. This allowed for the development of a holistic perspective of the teaching and learning methods of English at Alnour Primary and Secondary School. Data was read and organized in order to comprehensively analyze it through a coding process through which descriptions of settings, people, and categories were derived for analysis. These themes were analyzed to procure applicable descriptions in the qualitative context. Data from both, interviews and class observations revealed main recognized factors that hindered student and teacher progression including inadequate teaching time and class size, lack of funding and resources, student’s insufficient English proficiency levels, and their resistance to a learner-centered classroom. As a result, teachers would resort to using traditional teaching methodologies instead, compromising students’ communicative English abilities further.
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El Mezughi, Khaled, "Understanding Libyan Teachers’ Intentions and Classroom Practices in Teaching English as a Foreign Language" (2021). Electronic Theses and Dissertations. 1912.
Received from ProQuest
Khaled El Mezughi