Libyan EFL Higher Education Students’ Perceptions of the Tutor-Student Relationship in the Classroom Community
DOI:
https://doi.org/10.59743/Keywords:
tutor, student, relationship, classroom community, higher educationAbstract
This paper examines Libyan EFL higher education students’ perceptions of the tutor-student relationship in the classroom community. A qualitative study was carried out targeting a group of 12 undergraduate university students majoring in English as a foreign language. These students were studying fulltime in a college of education at a Libyan university. The study was guided by the following aim: to explore the views and experiences of Libyan EFL higher education students in terms of the tutor-student relationship in the classroom community. The study used semi-structured interviews to gather data for analysis. Data analysis showed that there was no sense of community in the classroom creating a hierarchical relationship between the tutor and students. Group- work was not suggested, students' needs were not considered and differentiation was not acknowledged. In the light of these results, the study suggests establishing a more interpersonal relationship in the classroom, suggesting groupwork, considering students' learning needs and acknowledging differentiation to encourage students to participate effectively in the teaching and learning process and enhance their learning performance.
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