Abstract
This research paper aimed to investigate Libyan learners’ attitudes towards pair work activity in their learning process. Furthermore, this research established the reasons for their attitudes, how this activity affects their learning process, and how Libyan learners can be encouraged to participate in this activity. Mixed approaches of quantitative and qualitative methods were used for data collection, by means of a questionnaire and a semi-structured interview. The questionnaire was distributed online to 59 Libyan learners, In addition, semi-structured interviews were conducted with four Libyan learners to discuss their attitudes in more detail. The study explores both gender, among participants the majority were male Libyan learners (61%) than female Libyan learners (39%). The Most of them were in the 25-34 years old (72.9%) and (62.7%) have been studying English for more than one year. Based on the findings of the current research, it could be said that 79.3% of students found pair work positive / very positive while less than 7% of learners found pair work very negative / negative. Eventually, The findings showed that most of learners acknowledged that participating in pair work is very useful, the analyzed date illustrates that 74.5% of students found pair work helpful / very helpful; while 79.3% found pair work positive / very positive. In addition, the attitudes of male and female learners are similar. This statement was highlighted by both males and females participants of the study. Also the four interviewees stressed that pair work helped them to improve their speaking skills and facilitated their communication.
Highlights
English language has become the most popular language that is taught all over the world
The data presented was gathered through the questionnaire -completed by 59 Libyan learners who study English language in the UK, and through semi-structured interviews conducted with four Libyan students
The results of this research showed that Libyan learners have a positive attitude towards pair work, the majority have only been exposed to it in the UK
Summary
English language has become the most popular language that is taught all over the world. Communicative teaching methods are currently understood as the most effective method in English language teaching (Ansarey, 2012). They have been defined as the ability to communicate in different situations rather than focusing on the grammatical structures (ibid). To challenge this, Swan (1985) has claimed that communicative approaches tend toward a misunderstanding concerning the notion of authenticity. He pointed out that communicative approaches did not succeed in admitting the important role of first language in English language learning. Storch and Aldosari (2010) have reported that the current use of communicative approaches in English language learning encourages learners to participate in pair work activity and small group discussion to improve their English language
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