Libyan Adult EFL learners’ Perspectives on the Shift from Teacher-Centered Classrooms to Student-Centered Classrooms at the University of Zawia Language Center

Abstract

This qualitative study explores the perspectives of Libyan adult English as a Foreign Language (EFL) learners regarding the transition from traditional, Grammar Translation Method (GTM)-based secondary school instruction to Communicative Language Teaching (CLT) at the University of Zawia Language Center (UZLC). Data were collected using in-depth interviews with six master's degree students and document analysis of assigned course textbooks (face2face series), then analyzed using a cross-case approach. Findings reveal that participants held strong negative attitudes toward their previous school experiences, describing them as teacher-centered, crowded, reliant on Arabic translation, and focused almost exclusively on grammar rules rather than communicative ability. Conversely, participants expressed highly positive attitudes toward the learning environment at UZLC. They highlighted the effectiveness of interactive group work, task-based learning, communicative activities, and the integration of audio-visual technology. Textbook analysis corroborated these findings, demonstrating a focus on developing integrated skills and real-life communicative competence. The study highlights a critical gap in primary/secondary EFL pedagogy in Libya, recommending curriculum modernization, teacher development in student-centered methodologies, and broader implementation of CLT practices to enhance practical language proficiency.