Suitability of the Physical Classroom Environment in Libyan Higher Education: EFL Students' Perspectives
DOI:
https://doi.org/10.59743/Keywords:
physical classroom environment, teaching and learning, higher educationAbstract
This paper examines the suitability of the physical classroom environment in Libyan higher education from EFL students' perspectives. A mixed-methods study was carried out on a group of 30 undergraduate students majoring in English as a foreign language, as a case study. These students were studying fulltime in a college of education at a Libyan university. The aim of the study was to explore the views and experiences of Libyan EFL higher education students regarding the suitability of the physical classroom environment for the teaching and learning process. The study used a self-completed questionnaire and semi-structured interviews to gather data for analysis. Data analysis revealed that the physical classroom environment was relatively suitable for teaching and learning EFL, suggesting a traditional classroom environment lacks modern technology. The infrastructure was somewhat suitable; however, it lacks the necessary facilities. The furniture was not comfortable enough, the classrooms were somewhat crowded and the teaching aids were limited or nonexistent. In light of these findings, the study suggests creating a more suitable physical classroom environment in which tutors and students feel motivated and encouraged to boost their performance in the teaching and learning process.
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