Classroom Interaction in English Language Learning: Perspectives of Libyan Secondary School Students and Teachers

Abstract

This study investigates the dynamics of classroom interaction in Libyan secondary school English as a Foreign Language (EFL) contexts. It specifically examines students' perceptions, the obstacles hindering their participation, and the strategies employed by teachers to foster engagement. Adopting a mixed-methods research design, data were collected through an online questionnaire administered to 100 students and semi-structured interviews with three experienced female teachers. The quantitative findings revealed that students highly favor interactive techniques, particularly pair and group work (44.9%) and discussion activities (35.7%), which provide a non-threatening environment for language practice. However, significant barriers to effective interaction were identified, including a lack of student motivation, shyness (39.1%), fear of mispronunciation (32.6%), and low self-confidence (27.1%). Contextual factors such as large class sizes and mixed-ability groups also pose substantial challenges. Qualitative insights from teacher interviews emphasized the importance of creating a supportive classroom atmosphere. Teachers reported using various pedagogical interventions, such as modeled talk, selective use of Arabic translation to clarify complex concepts, and implementing "wait-time" to allow students to process information. The study concludes that while communicative approaches are officially adopted in Libya, traditional teacher-centered methods still persist due to psychological and environmental constraints. To enhance communicative competence, it is recommended that teachers provide more opportunities for student autonomy, utilize collaborative learning structures, and receive training in addressing individual learner differences and pronunciation.