Libyan EFL Higher Education Students’ Perceptions of Using their Voice in the Classroom
DOI:
https://doi.org/10.59743/jau.v34i2.388Keywords:
student voice,, classroom,, teaching and learning,, higher educationAbstract
This paper examines Libyan EFL higher education students’ perceptions of using their voice in the classroom. A qualitative study was undertaken targeting a group of 12 undergraduate university students majoring in English as a foreign language who were studying fulltime in a college of education at a university in Libya. The study was guided by the following aim: to explore the views and experiences of Libyan EFL higher education students regarding the use of their voice in the classroom. The study employed semi-structured interviews to gather data for analysis. Data analysis revealed little room for student voice in the classroom. Students were not encouraged or even allowed to participate in making decisions linked to their educational issues. They had a chance to use their voice only in situations related to exams and homework assignments. In the light of these results, the study suggests creating a more responsive classroom environment in which students find a chance to participate in making decisions linked to their educational issues and play their full part in implementing the curriculum.
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