International Journal For Multidisciplinary Research

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The Effect of Teaching Strategies on English Language Learning in Libya

Author(s) Khald A.H. Aldbea
Country India
Abstract This study examines the impact of teaching strategies on English language learning in Libya, focusing on the challenges Libyan teachers face in secondary schools. The research investigates the effectiveness of different teaching methods and explores innovative strategies, including interactive technologies, in the classroom. The primary aim is to assess how these strategies influence student engagement, language proficiency, and overall learning outcomes.
A mixed-method approach was employed, incorporating a quantitative analysis of survey data from ten high school English instructors in Hoon. The results indicate that educators frequently employ supportive techniques, including offering comments and encouraging task completion. The study reveals substantial deficiencies in self-assessment and contemporary evaluation techniques, suggesting a dependence on conventional pedagogical methods. The absence of modern methodologies, such as student reflection and peer assessment, may restrict students' active engagement and impede their linguistic advancement.
This research paper also identifies differences in teaching practices based on teacher demographics, including gender and years of experience. More experienced teachers were found to employ a broader range of strategies, suggesting the need for mentorship and professional development for newer educators. The study emphasizes integrating technology-enhanced tools and reflective assessment techniques to foster a more effective and engaging learning environment. The conclusions drawn from this research paper recommend that targeted professional development programs be implemented to support teachers in adopting more reflective and modern teaching methods. These programs should focus on enhancing teachers' skills in self-assessment techniques, peer evaluation, and technology integration in the classroom. By doing so, English language instruction in Libya can be significantly improved, contributing to better student outcomes and excellent English proficiency.
Overall, the study underscores the need for a dynamic and adaptable approach to teaching English, where traditional methods are supplemented by innovative strategies that actively engage students and equip them with the necessary skills to succeed in a globalized world.
Keywords Teaching Strategies, English Language Learning
Published In Volume 6, Issue 6, November-December 2024
Published On 2024-11-10
Cite This The Effect of Teaching Strategies on English Language Learning in Libya - Khald A.H. Aldbea - IJFMR Volume 6, Issue 6, November-December 2024. DOI 10.36948/ijfmr.2024.v06i06.30166
DOI https://doi.org/10.36948/ijfmr.2024.v06i06.30166
Short DOI https://doi.org/g8qtkw
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