The influence of absence of teacher’s roles on EL students’ learning (A Case Study of English Language Teachers of Primary Schools in AlBaida City)
Keywords:
(English language teaching, Teacher roles, Traditional teaching methods, Primary education, Classroom challenges, Student engagement, Teacher-centered instruction, Educational technologyAbstract
This qualitative study investigates the roles of English language teachers in primary schools in Al-Baida, Libya, focusing on their instructional practices, challenges faced, and the impact of traditional teacher-centered approaches on student learning. Data were collected through unstructured observations of six teachers across two primary schools over five lessons each, analyzing teaching roles, classroom dynamics, and student engagement. Findings reveal that teachers predominantly adopt traditional, controller roles characterized by a focus on rote memorization, limited use of interactive strategies, and minimal integration of technological resources. Major challenges include managing large class sizes, diverse student proficiency levels, and resource constraints, which hinder effective teaching and learning. The reliance on traditional methods contributes to passive student participation and impedes language acquisition. The study recommends professional development initiatives that promote flexible teaching roles, student-centered methodologies, and incorporation of technology to enhance English language education in Libya. These reforms aim to improve learner engagement and academic outcomes in the evolving educational context
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