The effect of communicative activities on Libyan secondary school students’ speaking performance in Malaysia

This study was conducted to investigate whether implementing communicative activities, in particular information gap and language games, in Libyan secondary schools affect students’ speaking performance. A quasi-experimental, nonequivalent, pre-test-post-test design was conducted on 42 first year Libyan secondary school students in a private Libyan international school in Malaysia. Eight different information gap and language game activities based on communicative language teaching (CLT) principles were implemented for 15-20 minutes during eight sessions. The results from the paired sample t-test indicated that there was a significant difference between the pre-test compared to the posttest. Students’ speaking performance improved after implementing the communicative activities in the classroom. However, the results from the independent sample-test illustrate differences in mean scores between male and female students, which are in favour or female students. Nevertheless, the differences between genders were not statistically different

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

From the past to the present: a view of teaching English as a Foreign Language (EFL) in Libya and the role of communicative language teaching (CLT) approach

In this this paper, the authors will highlight the history of the Libyan educational system in general and the English as a foreign language education in particular. The authors look into the role of the different policies and decisions from the Libyan Ministry of Education that shaped its education system, particularly on the teaching and learning of English as a foreign language, as it exists today. The authors give a review that explains the impact of Gaddaffi’s Regime on the Libyan education system and the problems, which arose at that time, and describe the history of the educational system since 1951 until the current education system used to date. Moreover, the authors discuss the history of English language teaching and the teaching methods used in the classroom with a background of how the communicative language teaching (CLT) approach was introduced in the Libyan classrooms. Finally, the authors will discuss the potentials and problems of CLT in the English language classroom

Do communicative language teaching (CLT) activities help increase students' speaking performance?

This paper aims to propose a study to investigate the effectiveness of selected communicative activities used in the classroom, such as language games and information-gap activities on Libyan students’ communicative skills. From the literature review it is found that Libyan students usually are not eager to speak and communicate in the foreign language because of shyness, afraid of making mistakes, low proficiency levels, or having limited chances to practice the language. The Libyan curriculum is based on Communicative language teaching (CLT), which is an approach that emphasizes on communication but some teachers do not follow the approach because they do not believe it is effective (Al-Buseifi, 2003). In the current study the researcher proposes to study 60 participants from two Libyan schools located in Malaysia through an embedded experimental model mixed-method design. By proposing to do a research using a quasi-experimental research that utilizes a pre-test, treatment and then a post-test on a non-randomized control group, as well as doing observations and focus group discussions, we hope to understand the effectiveness of using selected communicative activities on Libyan secondary school students’ speaking performance. The research also proposes to learn students’ reactions and perceptions towards CLT and the activities based on its principles. It is hoped that the results from this proposed research will provide an understanding, for students, teachers and curriculum decision makers, of the role that CLT activities play on speaking performance