Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778569
Title: An evaluation of the English language teaching provision in a Libyan university
Author: Esgaiar, E.
ISNI:       0000 0004 7964 3008
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2019
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Abstract:
The limited English language skills among Libyan learners threatens their ability to interact with the international environment. Therefore, improvement in the provision of foreign language programmes is imperative, and can be carried out using different methods such as evaluation to critically examine a programme in order to improve its effectiveness. This study aims to evaluate the current English language teaching (ELT) provision provided by the English department in the faculties of education at Zawia University in Libya. It seeks to establish whether the current English language programme has ever been validated or updated, and to what extent it is fit for purpose in terms of preparing the graduates for the world of work. Moreover, this research analyses the strengths and weaknesses of the current ELT provision. This study employed both quantitative and qualitative methods to collect the data, which were gathered through a questionnaire, semi-structured interviews and document analysis. The quantitative data were analysed using the Statistical Package for Social Sciences programme, while content analysis was applied to the quantitative data. Furthermore, this evaluative case study is based on the context, input, process and product model of evaluation. The evaluation of the current English as a foreign language programme at Zawia University revealed a number of inadequacies in terms of the course design, teaching resources, delivery and the balance of language skills taught. Moreover, the findings revealed a level of dissatisfaction reported by the lecturers and alumni with some aspects of the programme including the teaching resources, the assessment method, the absence of evaluation and the neglect of students' needs in the context of designing the teaching materials. Additionally, the findings revealed that the stakeholders are not satisfied with the content of the courses, as they do not apply equal attention to the four language skills, with greater emphasis placed on developing the reading and writing skills as opposed to the aural and oral skills that is, listening and speaking. This study concludes by presenting a number of recommendations targeting the decision makers and key stakeholders (i.e. the lecturers, students and alumni) of Zawia University in order to improve the English language programme moving forward.
Supervisor: Mason, A. ; Hordern, B. ; Foster, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.778569  DOI:
Keywords: L Education (General) ; PE English
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