https://repository.uob.edu.ly/handle/123456789/1155 2026-10-25T09:32:25Z https://repository.uob.edu.ly/handle/123456789/2172 Investigating Learner-Centered English Language Teaching at the Faculty of Languages, University of Benghazi: Towards a Dual-Focused Model of Implementation D.Nisreen, Salah Elfeitouri The teacher’s teaching approach plays a crucial role in influencing students’ learning achievements. Teaching approaches are largely classified into two main types: (1) teachercentered approaches, which typically position the teacher as the primary director of the educational process, while students are expected to receive and memorize the information presented by the teacher passively, and (2) learner-centered approaches, which emphasize learners’ involvement, responsibility, needs, and experiences. Research findings from international and local contexts endorse learner-centered teaching and highlight its impact on enhancing learning outcomes, particularly in language learning. Accordingly, and guided by the theory of andragogy, this case study investigated the feasibility of implementing a learner-centered English language teaching approach at the Faculty of Languages, University of Benghazi. To achieve this aim, it was necessary to examine the degree to which English language instructors currently integrate andragogy’s learnercentered practices into their classrooms and explore their perceptions of them. Respectively, the research was conducted in two stages. The initial stage involved 48 English language instructors and focused on assessing their implementation of andragogy’s learner-centered principles using the Adult Learning Principles Scale (PALS). The results revealed no evidence of andragogy’s practices among the instructors. Alternatively, the instructors were strongly committed to the pedagogical, teachercentered approach. Subsequently, the second stage of the study aimed to explore the instructors’ perceptions of andragogy’s principles using semi-structured interviews with ten instructors. The findings revealed a strong theoretical knowledge among the instructors of the concept and benefits of andragogy’s principles. Nonetheless, the instructors’ practices were teacher-centered due to several limitations in their environment. Analyzing this study’s findings in light of andragogy highlighted the need for adjusting its principles to suit the study setting. Consequently, the researcher proposed a dual-focused context-specific model for implementing andragogy’s principles for EFL teaching at the Faculty of Languages 2025-12-28T00:00:00Z https://repository.uob.edu.ly/handle/123456789/2171 Investigating Reading Comprehension among EFL Libyan Students: A Case Study of the First-Semester Students in the Department of English at the Faculty of Education at the University of Benghazi Hana, Mahmoud Hadaga This study investigated the core difficult reading strategies for the first-semester EFL students at the Department of English at the Faculty of Education at the University of Benghazi. It aimed to identify the primary reasons behind these difficulties and determine whether different teaching approaches were effective in helping students overcome their reading difficulties. Grounded in a positivist paradigm, the study collected quantitative numerical evidence through conducting a questionnaire and a true experiment. Findings revealed that the ability to derive meanings from complex words through their components emerged as the most difficult reading strategy, deducing the meanings of new words through contextual clues and identifying main idea questions ranked as the second most difficult strategies. Answering detailed questions was third in terms of difficulty, while accurately identifying implied detail questions was found to be the least difficult among the assessed strategies. The results also indicated that a lack of knowledge of appropriate application of reading strategies contributed to students' reading comprehension difficulties. Therefore, the study has proposed an integral learnercentered reading model. The effectiveness of this designed model was tested during the study experiment. The results of paired samples T-tests and ANOVA conducted using SPSS indicated that both the control and experimental groups demonstrated improvements in their reading comprehension abilities. However, the experimental group achieved superior results compared to the control one. Additionally, the study provided recommendations to inform stakeholders, learners, teachers, curriculum designers, decision-makers, and future research to develop teaching and learning English language reading skills. 2025-12-27T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1247 Teaching Vocabulary with Reference to the First Year Secondary School ESL Textbook Ballagha, Hajer Hamad; Zoubi, Asala Muhammed; Elkharraz, Najla Fathi; Elwerfalli, Esra Muftah; Amer, Huda Mohammed; Ahmed, Hanyia Ali; Imssalem, Nuwara The aim of this research project is to highlight a number of various techniques and strategies involved in the instruction of vocabulary. 2019-01-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1166 Strategies Used in Teaching Vocabulary Skill Mohammed, Mohammed Abdel Salam; Rakas, Mohammed Salem 2018-02-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1165 The Use of Blended Learning in Teaching Essay Writing to Fourth Semester Students at the English Department, Benghazi University El Debani, Aziza Abedelgader; Abuarrosh, Khadejah Kosarich 2018-02-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1164 Investigating Difficulties Facing Arab Adult Learners of English in Learning Reported Questions at Benghazi University Language Centre (BULC) Al Kharuobi, Omar Mohamed Ali; Abunowara, Ahmed Mohamed 2018-02-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1163 The Impact of Ideology in Translating Political Discourse Aleskandarani, Fouzia Mohessen; Almijrab, Ramdan Ahmed 2019-06-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1162 Training and Development Needs: An Assessment of Secondary School EFL Teachers in Benghazi Bensureiti, Dina Mohamed; Imssalem, Nuwara 2019-01-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1161 An Investigation of EFL Speaking Difficulties Among Libyan Adults Learners of Pre-intermediate Level Jwaili, Aisha Younis A.; Orafi, Senussi Mohamed 2019-01-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1160 Investigating Students' Problems with Cohesion and Coherence in English Writing Courses at the Faculty of Education, Benghazi University Almzaini, Rema Saleh Ibrahim; Imssalem, Nuwara Mohamed 2019-06-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1159 The Relation Between Motivation And Foreign Language Learning Strategies In Second Language Learning Process Al-Jallab, Sumaya Ali; Abuarrosh, Khadaja Kosarich 2017-08-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1158 The Impact of English Punctuation Marks on Meaning with Reference to Seventh Semester Students at the English Department Libadi, Khuluod Mohammed; Imssalem, Nuwara Mohammed 2019-01-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1157 Bridging the gap between students' receptive and productive skills at Omar Al-Mokhtar University Elhassi, Teresa A.; Imssalem, Nuwara 2017-08-01T00:00:00Z https://repository.uob.edu.ly/handle/123456789/1156 The Effect of Using Metacognitive Reading Strategies on Fourth Semester English Students at Benghazi University Al-Huti, Asma Jaber Abed AL- Gader; Abuarrosh, Khadejah 2018-07-01T00:00:00Z