Teachers’ Approaches to English Language Teaching Materials in Libyan Secondary Schools

Abstract

This study investigates the teachers' approaches to English Language teaching materials in Libyan secondary schools, focusing on teaching methods, instructional resources, and classroom challenges.  A descriptive- analytical, mixed- methods approach was adopted, with data collected through questionnaires from 100 secondary school English teachers and supported by documentary analysis. The findings indicate that most communicative and student–centered teaching approaches, although traditional methods remain in use due to contextual constrains. Teachers reported moderate access to instructional resources and frequently developed supplementary materials to compensate for shortages.  Major challenges included large class sizes, limited technological resources, low student motivation, and weak English proficiency, all of which hinder the effective implementation of communicative teaching practices. The study concludes that while Libyan teachers demonstrate awareness of modern pedagogical approaches and adaptability in their teaching, systemic issues such as inadequate resources, in sufficient professional development, and curriculum limitations continue to affect English language instruction. The study recommends strengthening teacher training, improve educational resources, and reforming the curriculum to better support communicative and learner- centered English language teaching in Libyan secondary school.