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Why Teachers Do Not Teach Writing: Perspectives From The Libyan English Language Classrooms

المصدر: المجلة الليبية العالمية
الناشر: جامعة بنغازي - كلية التربية بالمرج
المؤلف الرئيسي: Orafi, Senussi M. S. (Auth)
مؤلفين آخرين: Elshiltamy, Saad A. A. (Co-Auth), Al-Darraj, Othman Ahmed Omran (Co-Auth)
المجلد/العدد: ع42
محكمة: نعم
الدولة: ليبيا
التاريخ الميلادي: 2018
الشهر: سبتمبر
الصفحات: 1 - 11
DOI: 10.37376/1570-000-042-003
ISSN: 2518-5845
رقم MD: 1009462
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
كلمات المؤلف المفتاحية:
Teachers’ Perspectives | Teaching Writing | ELT in Libya
رابط المحتوى:
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المستخلص: This research study investigates Libyan secondary school teachers’ ideas and perspectives in relation to teaching writing, and shed light on the various contextual factors, which underpin teachers’ ideas and perspectives. Using semi-structured interviews as a data collection tool, the analysis of these interviews revealed that although teachers held positive attitudes towards the skill of writing and felt that students need to learn and master the writing skills, they (teachers) often ignored teaching the writing activities recommended by the curriculum. The interviews with the teachers some contextual factors such as students’ low level of English, the examination system, parents pressure, insufficient time and the number of the students had great impact on teachers’ decisions to skip the writing activities. This research studies provides useful messages for English language policy makers in Libya and elsewhere.

ISSN: 2518-5845