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All Journal Journal Of Academia In English Educations (JADEs) English Review: Journal of English Education
Arso Setyaji
Universitas PGRI Semarang, Semarang, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Resource-Constrained EFL Education in Libya: Teachers’ Classroom Practices and Institutional Challenges Amnnah Abdulwahab; Arso Setyaji; Wiyaka; Ali Albayyan
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14871

Abstract

Resource limitations remain a major challenge affecting the quality of English as a Foreign Language (EFL) education in many developing countries, including Libya. In under-resourced primary schools, insufficient instructional materials and limited educational facilities may hinder effective English language teaching and learning. This study aimed to explore how resource constraints influence EFL teaching practices and learning processes from teachers’ perspectives. Employing a qualitative case study design, data were collected through semi-structured interviews with English language teachers at a Primary School in Libya during the 2025–2026 academic year. The findings revealed that shortages of modern teaching media, overcrowded classrooms, and limited access to professional development significantly restricted the implementation of communicative language teaching approaches. As a result, teachers relied heavily on traditional rote-learning methods, which reduced student engagement and limited learning outcomes. The study concludes that resource constraints not only affect classroom instruction but also hinder the development of interactive and student-centered EFL learning environments. Therefore, greater institutional support, improved educational infrastructure, and systematic integration of educational technology are needed to enhance the quality and equity of EFL education in Libyan primary schools.
THE EFFECTS OF DUAL-CODED VIDEO INSTRUCTION ON ENGLISH VOCABULARY LEARNING AND RETENTION AMONG LIBYAN EFL LEARNERS Adel Ali Miftah Salih; Arso Setyaji; Jafar Sodiq
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.263

Abstract

This mixed-methods experimental study examined the effects of dual-coded short-form video instruction on vocabulary learning and retention among 60 intermediate Libyan EFL learners. Participants were assigned to an Experimental Group (n = 30) receiving videos with visual imagery, audio narration, and on-screen target text, or a Control Group (n = 30) viewing identical videos without text support. Quantitative data were collected through pretest, immediate posttest, and 3-week delayed posttest measures, analyzed using t-tests and repeated measures ANOVA. Qualitative data were gathered via Think-Aloud Protocols from 12 participants and analyzed thematically. The Experimental Group significantly outperformed the Control Group on the immediate posttest (M = 18.65 vs. 15.32, t(58) = 5.12, p < .001, d = 1.32), with a significant Group × Time interaction (F(2, 116) = 14.38, p < .001, ηp² = .199). Crucially, the Experimental Group maintained stable retention at delayed posttest (t(29) = 1.28, p = .210), while the Control Group showed significant decay (t(29) = 2.94, p = .006). Qualitative findings revealed that dual-coded input facilitated simultaneous processing and cross-modal mapping, whereas text-free input led to L1 translation and rote rehearsal. Triangulation confirmed that on-screen target text serves as a critical anchor for stabilizing long-term retention. These findings support Dual Coding Theory and offer practical implications for ELT curriculum design and teacher training in resource-constrained contexts.
SPEAKING AND LISTENING DIFFICULTIES AMONG LIBYAN EFL STUDENTS IN HIGHER EDUCATION: CHALLENGES AND IMPLICATIONS FOR INSTRUCTIONAL REFORM Sanad Mustafa Mohammed Bin Naji; Jafar Sodiq; Arso Setyaji
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.264

Abstract

Speaking and listening comprehension remain among the most challenging language skills for English as a Foreign Language (EFL) university students in Libya, despite years of continuous formal instruction across primary, secondary, and tertiary settings. This study critically evaluates the core systemic, psychological, cognitive, and instructional barriers hindering oral language development in Libyan tertiary education and synthesizes evidence-based strategies for instructional reform. Utilizing a qualitative narrative literature review framework, a systematic search protocol was carried out across major academic databases including Scopus, Web of Science, ERIC, and Google Scholar for studies published between 2022 and 2026. A total of 50 peer-reviewed articles were evaluated and analyzed through reflexive thematic analysis. The main findings indicate that teacher-centered pedagogy, exam-oriented curricula, severe foreign language speaking anxiety, working memory cognitive overload during real-time listening processing, and underdeveloped self-regulated learning strategies are the primary impediments to oral proficiency. Grounded in Communicative Language Teaching, Cognitive Load Theory, and Self-Regulated Learning, the study proposes sustainable reform pathways, including flipped classroom frameworks, mobile-assisted language learning, multimodal scaffolding, and performance-based continuous assessment.
Co-Authors Adel Ali Miftah Salih Ali Albayyan Amnnah Abdulwahab Jafar Sodiq Sanad Mustafa Mohammed Bin Naji Wiyaka Wiyaka