Abstract:
There is no doubt that the educational process in any context is affected by the
contextual influences that are prevalent within this particular context. Thus, what happens
inside the classrooms between teachers and students is often decided by these contextual
influences. These influences are to some extent intertwined and affected by the culture of the
educational system including elements such as teachers’ beliefs about learning and teaching
and the classroom expectations of both teachers and students. This paper therefore sheds light
on these contextual influences in an attempt to facilitate the process of English language
teaching in Libya. This paper provides useful messages and implications for educational
policy makers, curriculum reform processes, teacher education programs in Libya and
elsewhere
