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)
DOI:
https://doi.org/10.37134/ajelp.vol9.2.8.2021Keywords:
Adapted Communicative Approach, EFL, psychological factors, LibyaAbstract
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 were 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.
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