Libyan Pupils’ Attitudes, Interactions, and Perceptions Towards Teacher’s Use of English in a Foreign Language Classroom

Résumé

Libyan pupils may view their teachers’ use of English in the classroom in various ways, which may either facilitate or complicate their learning process. There is a gap on how Libyan teachers use English in the classroom and how pupils perceive it. There is also a dearth in literature in this area. Therefore, this study investigates pupils’ attitudes, interactions, and perceptions towards their teacher’s use of English. This study is quantitative as it uses a questionnaire to collect data. The questionnaire was distributed to 58 fifth-grade pupils from Al-Ghiran Al-Markazia School. The results showed that the fifth-grade pupils had positive attitudes towards their teacher’s use of English. The teacher’s constant use of English and correction in the classroom encouraged and helped them to learn English better. The researcher recommends that book designers re-evaluate English fifth-grade textbooks and design them according to pupils’ needs, which prepares them for real-life situations.