Libyan EFL Teachers and Students’ Perceptions towards Online Classes at Private Secondary Schools in Tripoli

Abstract

This paper explores Libyan EFL teachers’ and students’ perceptions towards online classes at private secondary schools in Tripoli. The study is grounded in the growing need to understand how online language instruction is received in a context where digital learning expanded rapidly during and after the COVID-19 pandemic, yet continued to face infrastructural and pedagogical constraints. Drawing on a mixed-methods perspective, the paper reviews relevant literature and proposes a classroom-based inquiry into the perceived benefits, challenges, and conditions for effective online EFL learning. The discussion highlights that both teachers and students may recognize the flexibility and accessibility of online learning, but they also frequently report weak internet connectivity, limited interaction, insufficient training, and reduced motivation as major obstacles. The paper concludes that online classes in Libyan private secondary schools are most likely to succeed when supported by stable infrastructure, teacher preparation, and interactive pedagogical design.