Exploring the Gap between Libyan English as a Foreign Language Teachers’ Beliefs and Teaching Practices in Primary Schools: A Case Study in Zliten, Libya
Keywords:
Mixed-Methods Research, Primary Education, Teachers’ Beliefs, Teaching Practices, TriangulationAbstract
This paper investigates the incompatibility between Libyan English as a Foreign Language teachers’ beliefs and their actual classroom practice in primary schools in Zliten. The study collected data by using a mixed-methods design combining both quantitative and qualitative data through questionnaires, classroom observations, and semi-structured interviews with twenty-two English teachers. The triangulation tool raises the research validity and reliability. The findings of the study revealed a noticeable gap between teachers’ beliefs and their teaching practices. The research recommends strengthening professional development programs for English language teachers. Such efforts are expected to enhance the quality of English language education and improve teachers’ performance in primary schools. This paper is derived from the author’s Master’s thesis submitted to the University of Tripoli in 2022.
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