An Investigation into the Limited Implementation of Modern English Language Teaching Methods and Instructional Aids in Libyan Secondary Schools.

Taher A. Shawesh                             Alaref A. Arashidi

Lecturer, English Language                        Lecturer, English Language

University of Zawia                                      Elmergib University

aaarashdi@elmergib.edu.ly            https://orcid.org/0009-0008-0506-5280

t.shawesh@zu.edu.ly        https://orcid.org/assets/vectors/orcid.logo.icon.svg

Abstract:

The current study investigates the limited implementation of modern ELT methodologies and teaching aids in Libyan secondary schools. Despite the global evolution of language teaching methods since the 1950s and the technology use in education, Libyan classrooms continue to rely heavily on the Grammar Translation Method (GTM), with limited adoption of communicative approaches or modern teaching aids. Through questionnaires and interviews with Libyan English teachers, this study explores the reasons behind the persistence of traditional methods, the challenges faced by teachers, and the implications for students' language proficiency. The findings reveal that factors such as large class sizes, insufficient class time, lack of resources, and examination-focused curricula hinder the adoption of more effective, student-centered approaches. The paper concludes with recommendations for teacher training, curriculum reform, and the integration of modern teaching aids to enhance English language education in Libya.

Key Words: English Language Teaching (ELT) – Libyan Secondary Schools – Modern Teaching Methods – Grammar Translation Method – Teaching Aids