An Evaluative Study of the Remedial English Language Program: A Field-Based Analysis within the Libyan Educational Context

Abstract

This study aims to offer an in-depth, field-based evaluation of the Remedial English Language Program implemented in 2025 across selected Libyan schools. The evaluation was conducted through direct field supervision by faculty members from the English Language Department at Global University for Humanities and Applied Sciences. This study examines the program through the lens of real classroom practice, drawing on a mixed-methods approach that combines quantitative and qualitative data. The findings of this study highlight a noticeable gap between what the program aims to achieve and what actually takes place in classroom practice. While teachers demonstrate strong professional commitment and adaptive instructional practices, the program is significantly constrained by contextual factors, including inadequate infrastructure, limited instructional resources, inconsistencies in placement procedures, and weak institutional communication. It can be argued that evaluating remedial education without considering its surrounding context may lead to incomplete or even misleading conclusions. Instead, it must be understood as a dynamic interaction between curriculum design, teacher agency, and structural conditions. The paper concludes with theoretically grounded and context-sensitive recommendations aimed at enhancing the sustainability and impact of remedial education in Libya