An Evaluation of In-Service Training Programs and Their Long-Term Impact on Teachers’ Practices in EFL Classrooms

Abstract

This study examines the long-term impact of in-service teacher training programs on the classroom practices of English as a Foreign Language (EFL) teachers in Libya. Although professional development is widely recognized as essential for improving teaching quality, limited research has explored its sustained effects within the Libyan context. Using a quantitative design, data were collected from 75 EFL teachers in public schools who had attended in-service training programs. Findings indicate that most teachers consistently apply learner-centered and interactive strategies introduced during training, including task-based learning, questioning techniques, warm-up activities, structured lesson planning, and elicitation methods. These findings suggest a positive long-term influence of in-service training on pedagogical practices. However, several contextual challenges were identified, including heavy workload, inconsistent inspector support, mismatches between training content and students’ language proficiency levels, and varying degrees of institutional encouragement. Overall, while in-service training programs demonstrate meaningful pedagogical impact, their effectiveness depends on contextual alignment, administrative support, and responsiveness to classroom realities.