Exploring English teachers‘ beliefs about CLT and difficulties in implementing it in Libyan schools

Abstract

This study explores English language teachers' beliefs about the main aspects of communicative language teaching (CLT) and to identify the possible constraints teachers encounter in implementing CLT. The participants of the study are from ten public secondary schools found in Al Khoms city and the capital city Tripoli. The main instrument used to elicit data for the study is questionnaire. In addition, interviews with six of these teachers are conducted to know about constrains the teachers face when attempting to implement CLT. The findings of this study have revealed that the majority of the respondents mildly approve of most of the principles of communicative language teaching. The interviews responses reveal that there were some factors that hinder the teachers from successful implementation of communicative methodology in their classrooms