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The Lack of Teacher-Student Interaction in Libyan EFL Classroom

المصدر: مجلة التربوي
الناشر: جامعة المرقب - كلية التربية بالخمس
المؤلف الرئيسي: El-Jeadi, Fadel Beleid (Author)
مؤلفين آخرين: Benrabha, Ali Abdusalam Mohamed (Co-Author) , Rubiaee, Abdu Alkhalek Mohamed M. (Co-Author)
المجلد/العدد: ع22
محكمة: نعم
الدولة: ليبيا
التاريخ الميلادي: 2023
الشهر: يناير
الصفحات: 45 - 72
ISSN: 2011-421X
رقم MD: 1355168
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
معلمو المدارس | اللغة الإنجليزية | العملية التعليمية | التعليم التفاعلي
كلمات المؤلف المفتاحية:
In-Class Interaction | Engagement | Collaboration | Learning Context
رابط المحتوى:
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LEADER 03140nam a22002417a 4500
001 2109582
041 |a eng 
044 |b ليبيا 
100 |9 718542  |a El-Jeadi, Fadel Beleid  |e Author 
245 |a The Lack of Teacher-Student Interaction in Libyan EFL Classroom 
260 |b جامعة المرقب - كلية التربية بالخمس  |c 2023  |g يناير 
300 |a 45 - 72 
336 |a بحوث ومقالات  |b Article 
520 |b This study investigates the lack of interaction between Libyan teacher and students in classroom to find out how Libyan English teachers make the students interact in the classroom. This study was conducted at Al Asmarya University, college of education in Zliten. Data pertaining to this study were collected using interview, questionnaire and observation. The sample was selected randomly. It consists of (N= 47); 43 female EFL students and 4 EFL teachers. Mixed method design was used in this study. Data were analyzed quantitatively using SPSS. Data were also analyzed qualitatively using descriptive analysis. The results under this study were shown by using mean score. On the other hand, the score of each items of Leadership, Helping/Friendly, Uncertain, Understanding, Students’ responsibility/Freedom, Dissatisfied, Admonishing and Strict will also be looked at to find out the reasons that make Libyan students lack the effective interaction inside classroom and to understand the effect of teacher-students' lack of effective interaction on students' language learning. Since the mean score of Understanding was the highest score (3.31), and strict was (3.11), then Leadership with (3.08). Where as the other items like Helping/Friendly, Uncertain, Students’ responsibility/Freedom, Dissatisfied, Admonishing and Strict were under (3). Furthermore, the score of each items of vocal strategy, questioning strategy, and enhancement to teacher talk strategy will be looked at to find out the reasons that make Libyan EFL teachers lack the effective interaction inside classroom. The mean score of questioning strategy was (2.906), then vocal strategy was (2.591) and enhancement to teacher talk strategy was (1.813). Therefore, it can be concluded that the Libyan students face problem in Helping/Friendly, Uncertain, Students’responsibility/Freedom, Dissatisfied, Admonishing and Strict inside classroom.All in all, the writers would like to suggest that the teachers have to improve their teaching quality since teachers play an essential role inside classroom. 
653 |a معلمو المدارس  |a اللغة الإنجليزية  |a العملية التعليمية  |a التعليم التفاعلي 
692 |b In-Class Interaction  |b Engagement  |b Collaboration  |b Learning Context 
700 |9 718543  |a Benrabha, Ali Abdusalam Mohamed  |e Co-Author 
700 |9 718548  |a Rubiaee, Abdu Alkhalek Mohamed M.  |e Co-Author 
773 |4 التربية والتعليم  |6 Education & Educational Research  |c 004  |l 022  |m ع22  |o 1568  |s مجلة التربوي  |t Educational Journal  |v 000  |x 2011-421X 
856 |u 1568-000-022-004.pdf 
930 |d y  |p y  |q n 
995 |a EduSearch 
999 |c 1355168  |d 1355168 

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