An Investigation of Libyan EFL Teachers’ Conceptions of the Communicative
Learner-Centred Approach in Relation to their Implementation of an English Language Curriculum Innovation in Secondary Schools

Abstract

This phenomenographical investigation explores conceptions of the communicative learner-centred approach (CLCA) held by a sample of Libyan English foreign language teachers (EFL) in relation to their implementation of an English language curriculum innovation in secondary schools. A mixed approach employing quantitative (survey questionnaire) and qualitative (semi-structure interview) research methods was used for data collection during the first phase of this research. Martons’ (1981)phenomenographical approach was employed for analysing the qualitative data and the
Statistical Package of Social Sciences (SPSS) programme was used for analysing the quantitative data. Content analysis was used for analysing qualitative data gathered through an open-ended questionnaire completed by ten English language inspectors during the second phase of this research.

Fourteen conceptions and misconceptions of the CLCA have been explored through this
investigation. School location and place of graduation did not have significant effect on teachers’ conception of the principles and practices of the CLCA and the teachercentred
approach (TCA). However, the less experienced teachers were more positive about those related to the TCA than were the experienced ones. Influential barriers related to individual, contextual and cultural considerations have been identified as responsible for limiting the success of the teachers’ attempts to implement this approach. Nevertheless, the majority of the participants (teachers and inspectors) were positive about the notion of implementing the CLCA for teaching English as a foreign language (TEFL) in the Libyan context. However, the current conditions and realities in
Libya seem to fit a weak version of this approach but not a strong one.
i
This study is significant because it adds to the literature new insights about EFL teachers’ conceptions and practices of the CLCA as a Western teaching methodology for TEFL in developing countries and challenges the argument of considering this approach inappropriate in these contexts. The findings of this study also have potential implications for school reform, curriculum design, EFL teacher education and training and for developing the role of language inspectors in Libya. These implications may be applied in similar contexts. Moreover, this study provides empirical evidence for the possibility of employing both qualitative and quantitative approaches in phenomenographical investigations.