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The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools

Communicative language teaching has been widely investigated and studied in the field of English language teaching. This study investigated teachers' views on the implementation of communicative language teaching in teaching reading comprehension among teachers in preparatory schools in Tarhuna...

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Main Author: Zenb Abubakr Ibrahim
Format: Thesis
Language:English
Published: Universiti Sains Islam Malaysia 2019
Online Access:http://ddms.usim.edu.my:80/jspui/handle/123456789/18176
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spelling my.usim-181762019-05-06T03:32:17Z The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools Zenb Abubakr Ibrahim Communicative language teaching has been widely investigated and studied in the field of English language teaching. This study investigated teachers' views on the implementation of communicative language teaching in teaching reading comprehension among teachers in preparatory schools in Tarhuna. The study sought to investigate teachers' understanding of CLT features and its implementation to teach reading comprehension. This study also investigated the different teachers' teaching experience on the major difficulties on the implementation of CLT to teach reading comprehension. A mixed methodology triangulation research design was employed where data were collected using survey, observation and later interview. The questionnaires were administered to 230 teachers in the preparatory schools in Tarhuna. Ten teachers were observed in their classrooms and interviewed. The findings of the survey showed English teachers' views and perceptions were generally positive towards the implementation of CLT in the teaching of reading comprehension. Teachers' positive views towards CLT features revealed that they understand the basic features of CLT. Also, teachers agree that they face similar difficulties (past studies) in the implementation of CLT to teach reading. Teachers revealed that they understand that teachers, students, curriculum, educational system, CLT and socio- cultural contexts were identified as responsible for limiting the success of the teachers' attempts to implement this approach. The finding also indicated that teachers did not fulfil all CLT activities in teaching reading comprehension. The traditional education and beliefs by the efficiency of the principal role of the teachers made it difficult to teachers and students to accept and successfully implement CLT. The current study concluded that Libyan teachers have a knowledge by the efficiency of CLT in teaching reading but they provided limited practices. Besides that, the findings revealed that the effect of teachers' experience is significant towards CLT difficulties, students and curriculum difficulties. This study is significant because it adds to the literature new insights about EFL teachers' views and practices of the CLT in teaching reading comprehension as western educational structural in non- western sitting. Also, it provides invaluable information to the teachers' implementation process of CLT and invaluable facts that can be used for the revision and improvement to the teachers' way of teaching reading comprehension. 2019-05-06T03:32:17Z 2019-05-06T03:32:17Z 2018-04 Thesis http://ddms.usim.edu.my:80/jspui/handle/123456789/18176 en Universiti Sains Islam Malaysia
institution Universiti Sains Islam Malaysia
building USIM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universit Sains Islam i Malaysia
content_source USIM Institutional Repository
url_provider http://ddms.usim.edu.my/
language English
description Communicative language teaching has been widely investigated and studied in the field of English language teaching. This study investigated teachers' views on the implementation of communicative language teaching in teaching reading comprehension among teachers in preparatory schools in Tarhuna. The study sought to investigate teachers' understanding of CLT features and its implementation to teach reading comprehension. This study also investigated the different teachers' teaching experience on the major difficulties on the implementation of CLT to teach reading comprehension. A mixed methodology triangulation research design was employed where data were collected using survey, observation and later interview. The questionnaires were administered to 230 teachers in the preparatory schools in Tarhuna. Ten teachers were observed in their classrooms and interviewed. The findings of the survey showed English teachers' views and perceptions were generally positive towards the implementation of CLT in the teaching of reading comprehension. Teachers' positive views towards CLT features revealed that they understand the basic features of CLT. Also, teachers agree that they face similar difficulties (past studies) in the implementation of CLT to teach reading. Teachers revealed that they understand that teachers, students, curriculum, educational system, CLT and socio- cultural contexts were identified as responsible for limiting the success of the teachers' attempts to implement this approach. The finding also indicated that teachers did not fulfil all CLT activities in teaching reading comprehension. The traditional education and beliefs by the efficiency of the principal role of the teachers made it difficult to teachers and students to accept and successfully implement CLT. The current study concluded that Libyan teachers have a knowledge by the efficiency of CLT in teaching reading but they provided limited practices. Besides that, the findings revealed that the effect of teachers' experience is significant towards CLT difficulties, students and curriculum difficulties. This study is significant because it adds to the literature new insights about EFL teachers' views and practices of the CLT in teaching reading comprehension as western educational structural in non- western sitting. Also, it provides invaluable information to the teachers' implementation process of CLT and invaluable facts that can be used for the revision and improvement to the teachers' way of teaching reading comprehension.
format Thesis
author Zenb Abubakr Ibrahim
spellingShingle Zenb Abubakr Ibrahim
The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools
author_facet Zenb Abubakr Ibrahim
author_sort Zenb Abubakr Ibrahim
title The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools
title_short The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools
title_full The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools
title_fullStr The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools
title_full_unstemmed The Implementation of Communicative Language Teaching in Teaching Reading Comprehension in Libyan Preparatory Schools
title_sort implementation of communicative language teaching in teaching reading comprehension in libyan preparatory schools
publisher Universiti Sains Islam Malaysia
publishDate 2019
url http://ddms.usim.edu.my:80/jspui/handle/123456789/18176
_version_ 1645154637610745856
score 13.244413

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