| dc.description.abstract | This study investigates thelack of interaction between Libyan teacher and students in classroomto find out how Libyan English teachers make the students interact in the classroom.This study was conducted at Al Asmarya university, college of education in Zliten. Data pertaining to this study were collected using interview, questionnaire and observation. The sample was selected randomly. It consists of (N= 47); 43 female EFL students and 4 EFL teachers. Mixed method design was used in this study. Data were analyzed quantitatively using SPSS. Data were also analyzed qualitatively using descriptive analysis. The results under this study were shownby using mean score. On the other hand,the score of each items of Leadership, Helping/Friendly, Uncertain, Understanding, Students’responsibility/Freedom, Dissatisfied, Admonishing and Strict will also be looked at to find out the reasons that make Libyan students lack the effective interaction inside classroom and to understand the effect of teacher-students' lack of effective interaction on students' language learning. Since the mean score ofUnderstanding was the highest score (3.31), and strict was (3.11), then Leadership with (3.08). Where as the other items like Helping/Friendly, Uncertain, Students’responsibility/Freedom, Dissatisfied, Admonishing and Strict were under (3). Furthermore, the score of each items of vocal strategy, questioning strategy, and enhancement to teacher talk strategy will be looked at to find out the reasons that make Libyan EFL teachers lack the effective interaction inside classroom.The mean score of questioning strategy was (2.906), then vocal strategy was (2.591) and enhancement to teacher talk strategy was (1.813). | en_US |
