مشروع البحث: Investigating Strategies and Challenges in EFL Teaching: Perspectives of Basic Education Teachers in Al-Urban Town
تحميل...
المساهمين
الممولين
رقم التعريف
22-1
الباحث
عبد المنعم محمد رمضان
الوصف
This study investigated the teachers' perspectives on the implementation of teaching strategies. It also highlighted the challenges they face when utilizing these strategies within the context of teaching Libya's 21st-century basic education curriculum in Al-Urban town. The research targeted 21 public basic education schools and employed a mixed-methods design. Quantitative data were collected from closed-ended questionnaires distributed to 48 randomly chosen participants out of 86, while qualitative data were collected through semi-structured interviews with six EFL teachers selected via convenience sample. Data analysis utilized the Statistical Package for Social Sciences (SPSS) software for descriptive statistics, while qualitative data were analyzed using thematic analysis.
The findings revealed that approximately 71% of basic education teachers frequently used the teaching strategies required to deliver the Libyan national curriculum. These strategies encompassed pair and group work, audio-visual aids, role-play, games, songs, error correction, discussion, demonstration, storytelling, and praise; however, the extent to which each strategy was implemented varied. Some strategies, such as problem-solving and technology integration, were rarely used. Qualitative insights further revealed that teachers used students' first language (L1) as a strategic scaffolding tool, along with competition, repetition, and daily tests. Notably, while teachers demonstrated an awareness of modern tools, such as AI applications like Google Gemini, infrastructure limitations prevented their use. Major challenges revealed during the qualitative phase included, limited class time, large class sizes, insufficient training, and a lack of teaching resources. Furthermore, students' noise, undisciplined behavior, shyness and resistance posed significant barriers to participation.
The study concluded that while teachers recognize the importance of communicative and learner-centered strategies, contextual and structural factors significantly influence their implementation. It emphasized the urgent need for ongoing training programs, curriculum flexibility, and the provision of better teaching resources. The study provided recommendations such as aligning curriculum objectives with classroom realities and offering regular in-service training, and encouraging the use of technology and motivational strategies. Future research is suggested to investigate the integration of teaching strategies with 21st-century skills and longitudinal studies are recommended to assess the consistency of implementing teaching strategies among EFL teachers over time.
الكلمات الدالة
اللغة الأنجليزية