Factors affecting the implementation of communicative language teaching in Libyan secondary schools

Abstract

Is that OK, guys? Sts: Yes, it's clear. Adam: 'But could not pass her driving test. She failed her test 38 times in eight years'. Sts: They translate. Adam: OK, your participation is fine, but without relying on students who want to understand (in Arabic) When Adam finishes reading the whole text, he goes back to the first page of the lesson. Adam: OK, we have to go back to lessons 1 and 2. Adam: Before you read, work in pairs. Discuss the following… Adam: …the three best sportsmen in Libya? Adam: Ali, can you name three sportsmen in Libya? Ali: Mohmmed Saad, Ahmed Azwai and Tntosh 2-'While you read' Adam: Read only the introduction to the text on page 43. With your partner discuss what you think happened to the people (and the animal) in the pictures. Adam: With your partner, have a quick discussion and tell me what happened? For example, the worst driver in the world. What happened to her? Sts. The start to talk to each other. Adam: OK, give me a brief summary. Adam: starts to talk with the students (The teacher tries to encourage the students to speak about what happened to the woman.) Adam: The woman is from …? Sts: Britain. Adam: She had 212 driving lessons. Sts: She failed her test 38 times, Adam: 38 or 39 times? Sts: 39 times. Adam: Then what happened? Sts: She passed her test. Adam: In the same way, we can summarise the different paragraphs. Adam: Divides the class into four groups. Adam: Now, each group has to summarise the other paragraphs.

Assessing Faculty’s Use of Social Network Tools in Libyan Higher Education via a Technology Acceptance Model

“…However, the study results showed that the reliability of each construct is strongly correlated. Therefore, the measures of reliability and discriminant validity are acceptable based on the exploratory factor analysis, and this study research model is in-line and validates the existing research on the TAM [93], [8], [32].…”

“…According to Article 14 of the Libyan 1969 constitution declaration, "Education is an important responsibility to all Libyans" However, the declaration is merely written rather than implemented because education in Libya is still faced with many internal and external challenges. According to the National Report on Educational Development in Libya, the main priority is to transform Libya's educational institutions into a strong context that transforms the instructional approach and the type of curriculum used in the Libyan education system [93]. However, educational implications of TAM and privacy, infrastructure, institutional support, and access devices construct the combination of TAM and challenges faced by faculty provide a more extensive approach of the usage of SNTs for teaching and learning than using TAM which has been used by many scholars.…”

Communication Strategies in Libyan EFL Classrooms: Materials, Perceptions and Practices

“…This complies with the materials' lack of explicit reference to CSs, and also complies with the findings suggesting a lack of CSs knowledge in the teachers' education and training, which reflected the limitations in the teachers' understanding of CSs identified during the interviews. My findings added CSs as a new dimension to the previous research concerned with Libyan teachers' education (Alkhboli, 2014;Hussein, 2018), which is linked to the major hindrances suffered in the field of Libyan ELT education. It should be acknowledged that the centralisation of the Libyan political system in recent decades has affected all educational levels, including teachers' education, suggesting that my participants may be representative of many Libyan teachers.…”

“…This embraces the ignorance of speaking and listening skills, reinforced by a lack of assessment of these two skills, which are not targeted in the official exams (Pathan & Marayi, 2016) which are written exams and the main means of assessment. The sociocultural and contextual factors in Libyan secondary schools also have an impact (Hussein, 2018).…”

“…Regardless of the promises made by CLT theorists and researchers, implementing CLT has failed to achieve its main objectives in many EFL contexts (Hussein, 2018). In the literature, CLT is sometimes described as 'strong' (task-based teaching) or 'weak' (tasksupported teaching), but even 'task-based' can be weak, depending on the teachers' practices (Ellis, 2003, p.28).…”