EFL Libyan English Teachers’ Beliefs about the Nature of Teaching and Learning Approaches: A Survey in Libyan Public Schools in Sirte
الكلمات المفتاحية:Beliefs، direct transmission beliefs، EFL English teachers.، constructivist beliefs
The current study conducted in Libyan public schools in order to spot the lights on the beliefs of EFL Libyan English teachers about the nature of teaching and learning approaches. 30 EFL English teachers were randomly selected from primary, preparatory and secondary schools in Sirte as the research sample. A quantitative method was used to gather the research data by using questionnaire which was adapted from the Teaching and Learning International Study (TALIS) (OECD, 2009). To analysis the research data, The SPSS (Statistical Product and Service Solutions) was used. The research findings revealed that there is nearly no difference in their transmission and constructive beliefs as both beliefs, but they also show that the transitive beliefs are still stronger than the constructive one. Regarding the research hypotheses, the study failed to reject them. Finally, the study concluded that the Libyan education system should encourage regular training programmes for teachers in order to enhance teaching English in Libya which will improve students’ learning ability too.