Introducing video to Third Level Libyan EFL learning contexts: small steps, big challenges

Abstract

It is commonplace in many western countries, (Berk 2009, Hubbard 2013) to use video in second language teaching. Yet, at the time of writing, there has been no formal academic research carried out in the area of English language teaching with video sources in Libyan 3^rd level educational contexts. This paper seeks to redress this heavy imbalance by examining teachers’ attitudes and preferences toward using video (YouTube) materials in EFL teaching (small steps) in the Libyan 3^rd level contexts. For data elicitation purposes, a survey was conducted in the second half of 2018 in three public universities: University of Tripoli; University of Azzawia; and Azzaytuna University. The EFL teacher-respondents revealed the importance of taking into account pedagogical issues, cultural differences and sensitivities when using YouTube video clips. Certain respondents revealed a series of reasons for not using video clips in their teaching, from pedagogical practice to, again, cultural sensitivities and curriculum design. These represent some of the big challenges in introducing video to Libyan Higher Education language learning.