Libyan EFL Teachers’ Beliefs about Teachers’ and Students’ Roles, Relationships, and Classroom Talk within Learner- Centred and Teacher- Centred Paradigms
DOI:
https://doi.org/10.65405/g6tqfk50Keywords:
learner- centred pedagogy; teacher beliefs; classroom discourse; Libyan EFL teachers; educational reformAbstract
This quantitative study investigates Libyan secondary- school EFL teachers’ beliefs about teachers’ and students’ roles, teacher–student relationships, and classroom talk within teacher- centred and learner- centred paradigms. Data were collected through a 12- item Likert- scale questionnaire administered to 100 teachers and analysed using descriptive statistics and paired- samples t- tests. Findings show strong support for learner- centred ideas such as facilitation, democratic relationships and increased student talk, alongside persistent attachment to teacher authority, textbook control and teacher- dominated discourse. The results indicate a hybrid belief system in which teachers selectively combine elements of both paradigms, reflecting a transitional stage in Libyan educational reform. The study argues that effective implementation of learner- centred pedagogy requires sustained, belief- focused professional development, flexible curricula and assessment reform aligned with communicative, participatory classroom practices.
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