¬An Investigation into the Use of Learning Autonomy in the Libyan ELT Context and Its Impact on the Learners' Learning Behavior A Case Study Conducted in a High School in Ajdabiya and the Department of English in the University of Ajdabiya

Abstract

This research is an attempt to explore the extent to which the philosophy of autonomous learning is adapted in the Libyan English Language Teaching (ELT) context. This is done through the observation of a number of English language classrooms in Ajdabiya, Libya. English is mainly taught in Libyan schools using Grammar Translation Method (GTM) and other through knowledge transmission model-based methods. English language competence is viewed as a "ball" which can be brought from books to the teachers and then forwarded to students for memorization through repetition. This view of language learning  allows no use or adaptation of autonomous learning or any other philosophy that suggests the use of critical thinking, creative thinking or learning English for communicative purposes.