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Abstract

This research is an extract of three major observations conducted by three academics at the University of Ajdabiya. It an attempt to explore the influence of gender and cultural-sensitive issues in Libyan ELT classrooms on students improvement and progress. It also explores the influence of these issues on drop-out rates and the interest of learning English on basis of the students' gender. The three observations are discussed and triangulated and then analyzed to reveal the consequences. The study mainly reveals that cultural sensitive and gender equality issues in English education can be easily resolved if the administration is efficient, transparent and cooperative