—There is an increasing pressure exercised by the advancements of technology on education. Recently the use of technology for teaching has become an integral part of successful learning and teaching languages in many parts of the world. Although education policy makers in Libya claim that computers and related internet technologies represent important educational innovations, they are not widely used in Libyan foreign language classrooms. As many researchers suggest, the successful implementation of educational technologies depends mainly on the attitudes of teachers, who eventually decide on whether to integrate them or not and on how they are utilized in the teaching process. This qualitative research study was carried out to investigate English language teachers’ readiness and willingness to integrate technology in some high and secondary schools in Misurata, Libya. Twelve in-service English language teachers participated in this study. Data were collected through structured and semi structured interviews. As revealed in the interviews, three themes have emerged which are, (a) Understanding of technology, (b) Types of technology and (c) Cultural and traditional styles of learning and teaching. Participants complained about lack of funding, scarcity of technology in schools and paucity of proper training to use technology. However, all the participants were willing to use technology to teach English as a foreign language. The paper concludes with implications and important suggestions and recommendations for education policy makers and directions for further research. Although this study was conducted in Libya, findings and recommendations can be useful in other educational contexts.
—Technology, language classrooms, foreign countries, Libya.
Ibrahim Abukhattala is with the Faculty of Arts, University of Misurata, Libya (e-mail: firstname.lastname@example.org).
Cite: Ibrahim Abukhattala, " The Use of Technology in Language Classrooms in Libya," International Journal of Social Science and Humanity vol. 6, no. 4, pp. 262-267, 2016.