The Centrality of the Verb in English Tense Instruction: A Practice-Based Approach for Libyan EFL Beginners

Abstract

Teaching English tenses remains a persistent challenge for many Libyan EFL learners, particularly when classroom instruction focuses heavily on memorisation rather than understanding. This study explores the effectiveness of a verb-centred approach that I have developed and refined through several years of classroom practice. The approach positions the verb at the centre of tense instruction and uses simple visual cues to reduce ambiguity and guide students’ attention. A quasi-experimental design was adopted with 20 first-semester students, using pre- and post-tests alongside open-ended feedback. The results showed clear gains in students’ ability to recognise verb types and construct accurate tense forms, with noticeable narrowing of performance differences within the group. Students’ feedback also pointed to noticeable increase in confidence and a stronger sense of control over sentence construction. Taken as a whole, the findings suggest that anchoring instruction around the verb can make tense learning more manageable for learners, particularly in contexts where clarity and structure are essential.