The influence of Psychological factors in implementing the adapted communicative approach to teach English language in Khoms/Libya (The case study of Libyan high schools in Khoms)

Ahmed Milad, Abdurahman

QR Code Link :
Type :	article
Subject :	P Language and Literature
Main Author :	Ahmed Milad, Abdurahman
Additional Authors :	Dwi Rukmini Dwi Anggani Rudi Hartono
Title :	The influence of Psychological factors in implementing the adapted communicative approach to teach English language in Khoms/Libya (The case study of Libyan high schools in Khoms)

Place of Production :	Tanjong Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2021
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

Adapting the communicative approach means modifying its principles to fit the learners' needs and goals. There are some factors affect the implementation of the adapted communicative approach to teach the English language in Libya. For example, psychological factors that affect its implementation. However, it is important to note that these factors should not be seen as obstacles or barriers to the implementation of the communicative approach. Rather, they should be respected, and the practitioners are supposed to adapt not to adopt the communicative approach, interpret learning principles, and modify the approach to develop their approach to fit the target learners' needs and goals. This study was aimed at explaining how psychological factors affect the implementation of the adapted Communicative Approach (CA) to teach English language in Libyan high schools in Khoms. This study employed a qualitative research design by involving 6 students from different gender-based high schools in Khoms city/Libya. They re asked to fill in a questionnaire to give deep explanations to how the implementation of the adapted CA psychologically influenced. The findings of this study reveals that students have had positive attitudes towards learning English and they are motivated by teachers, students do not feel shy of making mistakes and they participate in the classroom, and they prefer the student-centered classroom approach.

References

Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., Makmur, M., & Marzulina, L. (2018). “If our English isn’t a language, what is it?” Indonesian EFL student teachers’ challenges speaking English. The Qualitative Report, 23(1), 129-145.

Abu-Munshar, D. (2016). Logistic Problems Facing the Implementation of the Communicative Approach at Hebron Governorate’s High Schools [Master’s thesis, Hebron University]. http://dspace.hebron.edu/xmlui/handle/123456789/722

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168.

Alharthi, S. (2016). Are Saudi girls motivated to learn English? Arab World English Journal, AWEJ, 7(4), 379-421.

Ali-Oliemat, A. (2019). Motivation and attitudes towards learning English among Saudi female English majors at Dammam University. International Journal of Language and Literature, 7(1), 121-137.

Al Kaff, A.A. (2013). Students' attitudes and perceptions towards learning English. Arab World English Journal, AWEJ, 4(2), 106-121.

Al-Khotaba, H.H.A., Alkhataba, E. H. A., Abdul-Hamid, S., & Bashir, I. (2019). Foreign Language Speaking Anxiety: A Psycholinguistic Barrier Affecting Speaking Achievement of Saudi EFL Learners. Arab World English Journal, 10 (4)313- 329. https://dx.doi.org/10.24093/awej/vol10no4.23.

AlKhoudary, Y. A. M. (2017, May 8-11). Using Weblogs in teaching writing skills in BUC EFL classrooms: A case study [Paper presentation] IEEE-GCC Conference and Exhibition (GCCCE) (pp. 1-6). IEEE https://doi.org/10.1109/IEEEGCC.2017.8448204

Al-Mubireek, S. (2020). An Attitude/Motivation Test Battery (AMTB) of English language learning among students across genders, tracks and proficiency levels at a leading Saudi university. The Asian EFL Journal Quarterly, 24(3), 26-50.

Al-Qahtani, H.M. (2018). Exploring students’ weaknesses in English language at Shaqra University (Hurimlaa Campus), Saudi Arabia. International Journal of Social Sciences, 3(3), 1299-1319.

Alsowat, H. H. (2016). Foreign language anxiety in higher education: A practical framework for reducing FLA. European Scientific Journal, 12(7) 193-220. http://dx.doi.org/10.19044/esj.2016.v12n7p193

Ansarey, D. (2012). Communicative Language Teaching in EFL Contexts: Teachers’ Attitude and Perception in Bangladesh. ASA University Review, 6(1) 61-78.

Arifin, W. L. (2017). Psychological problems and challenge in EFL speaking classroom. Register Journal, 10(1), 29-47.

Ariyanti, A. (2016). Psychological factors affecting EFL students’ speaking performance. ASIAN TEFL Journal of Language Teaching and Applied Linguistics, 1(1) 77-88.

Bai, B., & Yuan, R. (2018). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134-143.

Campbell, C. M. (1999). Language anxiety in men and women: Dealing with gender difference in the language classroom. Affect in foreign language and second language learning: A practical guide to creating a low anxiety classroom atmosphere, 191-215. Boston: McGnaw-Hill College.

Campbell, C. M., & Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. Language anxiety: From theory and research to classroom implications, 153-168. Boston: McGnaw-Hill College.

De Vera, J., & De Vera, P. (2018). Oral communication skills in English among grade 11 humanities and social sciences (HUMMS) students. The Asian ESP Journal, 14 (5), 30-52.

Elashhab, S. (2020). A Study on Arabic Speaking Students’ Attitudes towards Group Work in the EFL Classroom. The Asian ESP Journal, 16(4), 303-312.

Elmenfi, F., & Gaibani, A. (2016). The role of social evaluation in influencing public speaking anxiety of English language learners at Omar Al-Mukhtar University. Arab World English Journal, 7(3). DOI: https://dx.doi.org/10.24093/awej/vol7no3.35.

Fukuda, S. T., Sakata, H., & Pope, C. J. (2019). Developing self-coaching skills in university EFL classrooms to encourage out-of-class study time. Innovation in Language Learning and Teaching, 13(2), 118-132.

Gearing, N., & Roger, P. (2019). Where's the vision? Rescuing integrativeness to understand the language learning motivation of English-speaking EFL instructors living in South Korea. System, 82, 122-131.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

Jones, L. (2007). The student-centred classroom. Cambridge: Cambridge University Press.

Juhana, J. (2012). Psychological factors that hinder students from speaking in English class (A case study in a senior high school in South Tangerang, Banten, Indonesia). Journal of Education and Practice, 3(12), 100-110.

Manipuspika, Y.S. (2018). Correlation between Anxiety and Willingness to Communicate in the Indonesian EFL Context. Arab World English Journal, 9 (2). 200-217. https://dx.doi.org/10.24093/awej/vol9no2.14

Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications. North Carolina. https://study.sagepub.com/marshall6e

Mirdehghan, M., HoseiniKargar, N., Navab, S., & Mahmoodi, T. (2011). Cultural barriers:pros and cons on ELT in Iran. International Journal of English Linguistic, 1(1), 15-23.

Mohsen, A. H. S. (2014). Teaching English as a foreign language in Libya. Scientific Research Journal, 2, 85-64.

Occhipinti, A. (2009). Foreign language anxiety in in-class speaking activities: two learning contexts in comparison [Master's thesis, University of Oslo]. https://www.duo.uio.no/handle/10852/25584

Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239.

Pathan, M. M., & Marayi, Z. E. (2016). Teaching English as a Foreign Language in Libyan Schools: Issues and Challenges. International Journal of English and Education, 5 (2). 19-39.

Pérez C., S. (2018). The role of foreign language anxiety on L2 utterance fluency during a final exam. Language Testing, 36(3) 327– 345 https://dx.doi.org/10.1177/0265532218777783

Rafada, S. H. & Madini, A. A. (2017). Effective solutions for reducing Saudi learners speaking anxiety in EFL classrooms. Arab World English Journal, 8 (2). https://dx.doi.org/10.24093/awej/vol8no2.22

Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.

Savin-Baden, M., & Howell-Major, C. (2013). Qualitative Research: The Essential Guide to Theory and Practice. Routledge.

The General People's Committee of Education (2008). The Development of Education national Report of Libya, presented to the International Conference on Education, Session 48, Geneva.

Yassi, A. (2020). Effective Numbers of Small Group Work Members in Improving Learners’ Grammar and Speaking Competence in English Grammar Classrooms: Interactive Vs Conventional Teaching Method. Asian ESP Journal, 16, (1.2), 94-1

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page