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It is my interest and experience in TESOL in Libya that inspired me to undertake this study. However, it is not focused on language and linguistics, reading, writing, speaking and listening, but teaching and learning a language functionally, or communicatively, to improve students' communication skills in the Libyan HE classroom context. I have to acknowledge the fact that the current segregated model for teaching oral skills in Libya is undertaken because of a number of issues such as cultural issues affecting the teaching and learning process in Libya. Thus, my research problem would be concerned about investigating whether TESOL situation in Libya has been changed and whether the current model for TESOL oral skills plays a major impact on the HE students' English oral skills ability.This has been achieved through observation, questionnaires, interviews, and pre- and post - tests. I intended to develop a model that will foster and facilitate not only the Libyan HE students' oral skills but also any EFL or ESL students . This fact is true because the proposed model can be disseminated particularly in the countries where English is taught as a L2 or TESOL as is the case in Libya
About the author
Khawdn has obtained a BA in English in 1986 from University of Sebha / Libya. He has worked for more than 25 years TESOL at the Libyan schools and universities. He has also obtained an MA in English-Arabic / Arabic-English Translation in 2004 at Salford University/UK. Now, he is an associate professor at Misurata University teaching Translation.
