How Libyan Students, Learning English Abroad, Perceive the Shift from Grammar Translation-Based Classrooms, In Libyan Schools, to the Communicative Language-Based Classrooms at the ESL Center of Kent State University
| المصدر: | المجلة الليبية للدراسات |
|---|---|
| الناشر: | دار الزاوية للكتاب |
| المؤلف الرئيسي: | Shawesh, Taher Ali (Author) |
| المجلد/العدد: | ع21 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2021
|
| التاريخ الهجري: | 1443 |
| الشهر: | ديسمبر |
| الصفحات: | 15 - 43 |
| ISSN: |
2521-8395 |
| رقم MD: | 1266718 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, IslamicInfo |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
3
| المستخلص: |
Over the last century, methods of English language teaching have been considerably adjusted and enhanced due to the use of technologies as audio and visual teaching aids. The current study was conducted on four Libyan adult students who were learning English as second language (ESL) at the ESL center of Kent State University. The researcher aimed to know about the learning experiences of the participants and understand how they perceive the shift from Grammar Translation-based classrooms (in Libyan schools) to Communicative language-based classrooms (at the ESL center). To gather data for this qualitative research, interviews and document analysis were utilized. Cross-case analysis was used to analyze the collected data. Generally, the findings of the study revealed that the participants expressed negative attitudes towards their previous English language learning experience in their country, and their attitudes towards ESL were very positive. The findings of the current study are significant valuable to Libyan teachers of English and educators who are willing to use more fruitful teaching methods and improve their teaching techniques in teaching English as a foreign language (EFL). In addition, ESL teachers at KSU or just in general will benefit from the information revealed by this study when they know the weaknesses and the strengths of their classroom practices. |
|---|---|
| ISSN: |
2521-8395 |
عناصر مشابهة
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