THE PSYCHOLOGICAL EFFECTS ON TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR CHILDREN: The Case Study at undergraduate Students at Jalo Schools, in Al-Wahat

Abstract

This study investigates the influence of psychological and environmental factors on the English as a Foreign Language (EFL) learning process, with a specific focus on preparatory-grade students at Hafsa School in Jalo, Libya. Employing a mixed-methods approach, the research collects data through questionnaires administered to English teachers to identify the primary challenges students encounter and to uncover the underlying causes of their academic difficulties. The findings reveal several critical issues affecting the educational environment. First, students' physical health significantly impacts academic performance, as illness naturally hinders achievement. Second, the results indicate a considerable gap between parents and their children's educational lives due to demanding work schedules, severely limiting parental involvement. Third, the study uncovers a strong consensus among teachers regarding the harmfulness of corporal punishment, with educators firmly opposing the practice and recommending its complete abolition. Additionally, the findings underscore the importance of understanding cross-cultural linguistic nuances and utilizing diverse, engaging teaching techniques. Based on these conclusions, the study offers practical recommendations, including educational system revisions, instructional diversification, strict regulations against physical punishment, and consistent home-school communication.