LIBYAN LECTURERS’ PERCEPTIONS OF THE USE OF TECHNOLOGY IN CLASSROOMS TO SUPPORT TEACHING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY IN A LIBYAN UNIVERSITY

This study analyses the perceptions of English as a foreign language (EFL) lecturers of their use of technology to support teaching and learning at a Libyan university. A case study is used to understand the experiences at one university in Libya based on data from 12 semi-structured interviews with EFL lecturers and classroom observations of their practice. The study uses two analytical frameworks: Bennett’s (2014) Digital Practitioner Framework (DPF), which analyses the development of lecturers’ use of learning technologies, and Said’s (1978) Orientalism model, which critiques the dominance of the West. Using these two frameworks the study illustrates that greater importance needs to be placed on the cultural and socio-political harmonisation. This study shows that Libyan EFL lecturers possess positive attitudes towards the effective use of technology to support teaching and learning. Libyan EFL lecturers were motivated, excited, and interested to bring in technology for language teaching. Most experienced lecturers are more motivated and make effective use of technology to develop meaningful learning activities. However, there are factors that impede the effective use of technology to enhance the teaching and learning of EFL in Libya, such as institutional, pedagogical, and socio-political factors. These findings are situated not only in the continuation of the national context of a country with strong religious commitment but also the 2011 Libyan war. This study helps to conceptualise the dilemma of Western-educated teachers whose efforts of implementing technology-enhanced pedagogy are challenged by the notion of cultural appropriation, the public conservativeness, and the damage to academic facilities. It provides a detailed understanding of the technology-enhanced learning (TEL) topic in the higher education context in Libya and helps to inform educationalists and policy makers on the refinement of TEL in the EFL classroom. The study did not focus on the views of students nor were female lecturers’ views gathered, however, this study adds to the perspectives on the body of literature on TEL in the Arabic culture.