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Before and current day in Libya, studying English was free to all students in all levels. Pupils start learning English as one of the main topics from the age of 12 until the college stage. Libyan teachers adopted the older classic system, which was the Bible translation method. This technique was based on assessing the punctuation rules followed closely by translating of sentences and texts to the students' target language and memorizing large amount of language, which was chosen from the reading texts. Additionally, several of language items presented with their translation equivalents. As Larsen-Freeman points out, "pupils are given lists of their target language vocabulary words and their native language equivalent and are asked to memorize them". Otherwise, reading and writing were a significant attention whereas no systematic attention has been paid to speaking and listening. Because of this, teachers tended to use the grammar translation process by focusing on those features. "In Libya, the teaching was by using a translation procedure, which highlighted the acquisition of vocabulary through reading" (Barton, 1968). As a result, teachers dismissed all the communicative approach and techniques within the class, for example using distinct interaction activities such as games to pull learners' attention and keep them interested in the topic. It is known in Libya that grammar has been taught deductively, by describing basic grammar rules and practicing through lots of translation practices whereas, the other vital skills such as writing, listening and speaking weren't taken into account. Teachers followed the grammar translation techniques, which contained the translation of reading texts, and pupils had to translate these texts.