Time Series Forecasting of English Proficiency in Libya: A Longitudinal Analysis Using Education First Standard English Test
DOI:
https://doi.org/10.36602/ijeit.v14i2.634Keywords:
english language proficiency, libya, time series analysis, education first standard english test (EF SET), longitudinal study.Abstract
English proficiency has become increasingly important in non-English-speaking nations for professional, educational, and cultural development. However, there is a notable gap in the research on empirical trends in the development of English language proficiency in Libya. This study aims to conduct an overall assessment of English language proficiency levels in Libya and to forecast future trends by utilising time-series analysis to predict English proficiency levels over the coming decade. The study used data from the Education First Standard English Test to measure English proficiency in Libya. Advanced statistical techniques were used to analyse time series to forecast future proficiency levels and assess current proficiency levels. The analysis revealed the intricate relationships among systemic, pedagogical, and socio-cultural factors affecting English language acquisition in Libya. Time-series projections proved useful for developing insights into potential trends in expected proficiency development. The study aims to identify gaps in knowledge of English proficiency in Libya by providing empirical evidence and projecting future trends. The findings of this study emphasise the need for longitudinal studies and interventions to improve English language learning in the country's specific socio-cultural setting.
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References
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[2] J. Flowerdew and P. Habibie, "Introducing English for Research Publication Purposes," Routledge, 2021.
[3] A. K. Hultgren and R. Wilkinson, "New understandings of the rise of English as a medium of instruction in higher education: The role of key performance indicators and institutional profiling," Int. J. Soc. Lang., vol. 2022, no. 277, pp. 47–59, 2022. doi: 10.1515/ijsl-2021-0082
[4] G. Oakley, M. Pegrum, B. Lander, J. Tomei, N. Sonobe, and M. Deboer, "Free rein to learn about language, culture & technology: a multimodal digital text exchange project between school students in Australia and Japan," Res. Pract. Technol. Enhanc. Learn., vol. 18, p. 34, 2023. doi: 10.58459/rptel.2023.18034
[5] P. A. Archila, J. Molina, and A.-M. T. de Mejía, "Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy," Int. J. Biling. Educ. Biling., 2021. doi: 10.1080/13670050.2018.1516189
[6] M. O. Rivera and G. K. McKeithan, "Progress monitoring of language acquisition and academic content for English learners," Learn. Disabil. Res. Pract., vol. 37, no. 3, pp. 216–225, 2022. doi: 10.1111/ldrp.12290
[7] K. M. O. Tawir and H. I. Bin Baharum, "Factors Affecting Low English-Speaking Proficiency among Secondary School EFL Learners in Libya: Scoping Review," Int. J. Acad. Res. Progress. Educ. Dev., vol. 13, no. 4, 2024. doi: 10.6007/ijarped/v13-i4/23810
[8] A. S. S. and S. Abdelaty, "Teachers’ Perspectives on English Language Teaching (ELT) in Libyan Public Schools," Int. J. Sci. Res. Publ., vol. 13, no. 5, pp. 246–251, 2023. doi: 10.29322/IJSRP.13.05.2023.p13732
[9] S. Hussein, "Factors affecting the implementation of communicative language teaching in Libyan secondary schools," Ph.D. dissertation, Sheffield Hallam Univ., UK, 2018.
[10] M. A. Badi and N. M. Noor, "English-Language Lecturers’ Acceptance of E-Learning in Libyan Universities; Theoretical Models and Challenges: A Systematic Literature Review," Sains Humanika, vol. 16, no. 1, pp. 77–86, 2024. doi: 10.11113/sh.v16n1.2101
[11] K. A. H. Aldbea, "The difficulties that faced Libyan students in learning English vocabulary and understanding academic texts," Int. J. Multidiscip. Res., vol. 6, no. 6, pp. 1–12, 2024.
[12] E. Ebtesam and S. Foster, "Implementation of CIPP model for quality evaluation at Zawia University," Int. J. Appl. Linguist. English Lit., vol. 8, no. 5, 2019. doi: 10.7575/aiac.ijalel.v.8n.5p.106
[13] S. Rajendran, "ELT in Libyan universities - a pragmatic approach," Lang. India, vol. 9, p. 63, 2010.
[14] A. A. M. Ahmed, "Washback: Examining English language teaching and learning in Libyan secondary school education," Ph.D. dissertation, Univ. Huddersfield, UK, 2019.
[15] A. Aloreibi and M. D. Carey, "English language teaching in Libya after Gaddafi," English Language Education Policy in the Middle East and North Africa, Springer, 2016, pp. 93–114. doi: 10.1007/978-3-319-46778-8_7
[16] A. A. Elabbar, "An investigation of influences affecting Libyan English as Foreign Language University Teachers (LEFLUTs), teaching approaches in the language classrooms," Ph.D. dissertation, Univ. Glasgow, UK, 2011.
[17] S. Abdelati, "Communication strategies in Libyan EFL classrooms: Materials, perceptions and practices," Ph.D. dissertation, Sheffield Hallam Univ., UK, 2019.
[18] A. Abugharsa, "The Usefulness of Explicit Grammar Teaching: An Investigation of Syntactic Satiation Effects and Acceptability Judgements in Libyan EFL Contexts," Ph.D. dissertation, Middlesex Univ., UK, 2016.
[19] F. A. Tarhuni, "Strategies-based instruction and Libyan adult EFL learners: An action research study," Ph.D. dissertation, Sheffield Hallam Univ., UK, 2013.
[20] F. M. H. Abubaker, "The road to possibilities: a conceptual model for a program to develop the creative imagination in reading and responding to literary fiction (short stories) in Libyan English as a Foreign Language (EFL) university classrooms," Ph.D. dissertation, Univ. Glasgow, UK, 2017.
[21] M. S. Braiek and A. E. Onaiba, "The effect of using flipped classroom model on Libyan university students’ English learning," Faculty Arts J., Univ. Misrata, 2018. doi: 10.36602/faj.2018.n12.11
[22] S. O. I. Omar, "Exploring Libyan English as Foreign Language University Teachers’ (LEFLUTs) professional development (PD) needs: supporting LEFLUTs through the provision of CPD material," Ph.D. dissertation, Univ. Glasgow, UK, 2019.
[23] S. Shihiba and S. Embark, "An investigation of Libyan EFL teachers’ conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools," Ph.D. dissertation, Durham Univ., UK, 2011.
[24] A. Al-Araibi and A. Saleh, "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," Al-Manar Sci. J., no. 1, 2020. doi: 10.37376/asj.vi1.1651
[25] M. J. Z. Abidin, M. Pour-Mohammadi, and H. Alzwari, "EFL students’ attitudes towards learning English language: The case of Libyan secondary school students," Asian Soc. Sci., vol. 8, no. 2, p. 119, 2012. doi: 10.5539/ass.v8n2p119
[26] A. M. S. Youssef, "Role of motivation and attitude in introduction and learning of English as a foreign language in Libyan high schools," Int. J. Linguist., vol. 4, no. 2, pp. 366–375, 2012. doi: 10.5296/ijl.v4i2.1855
[27] E. M. Soliman, "Libyan teachers’ attitudes and believes regarding the use of EFL authentic materials within reading lessons at universities levels in Libya," Int. J. Learn. Dev., vol. 3, no. 5, pp. 121–129, 2013.
[28] Z. N. Khlaif, S. Salha, S. Fareed, and H. Rashed, "The hidden shadow of Coronavirus on education in developing countries," Online Learn., vol. 25, no. 1, pp. 269–285, 2021. doi: 10.24059/olj.v25i1.2287.
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Published
2026-06-28
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Time Series Forecasting of English Proficiency in Libya: A Longitudinal Analysis Using Education First Standard English Test. (2026). The International Journal of Engineering & Information Technology (IJEIT), 14(2), 211-218. https://doi.org/10.36602/ijeit.v14i2.634
