Understanding the Challenges of Elicitation Techniques In English Language Teaching in Libya

Abstract

This paper explores teachers' perceptions of challenges faced by English language instructors in Language Centers located in the Western area (Az-Zawia – Gharyan – Sabratha) when employing elicitation techniques to foster communicative learning environments. The study aims to identify factors influencing the utilization of elicitation techniques in English language teaching within Libya. Through a questionnaire administered to 30 teachers and interviews conducted with five instructors from language centers in the Western region during the academic year 2024, key elements affecting the effectiveness of elicitation techniques were identified. The findings suggest that techniques such as open-ended questions and visual aids significantly enhance student participation, as noted by four out of five interviewed teachers citing their positive impact on classroom interaction. However, challenges such as balancing these techniques with other instructional methods, limited class time, and large class sizes persist as significant obstacles. The study underscores the importance of these techniques for enhancing classroom engagement and communicative learning, while also recognizing the necessity for strategic planning by teachers to address associated challenges. The research findings offer valuable insights for educators in Libya seeking to optimize English language teaching practices