This study explores the impact of various teaching methods on the development of English language skills in non-native speakers. With the growing importance of English as a global communication tool, effective teaching strategies are essential for enhancing learners’ proficiency in speaking, listening, reading, and writing. The research compares traditional and modern teaching methods, evaluating their effectiveness in improving students' language skills and their overall learning experiences. Additionally, the study examines the challenges faced by educators and learners in implementing these methods and how they influence language acquisition. The findings aim to provide insights into the most effective teaching practices, offering recommendations for optimizing English language instruction to better serve non-native speakers. This research contributes to the ongoing efforts to improve language education and aims to support the development of practical, adaptable teaching methods that meet the needs of diverse learners in various educational settings.

The monolingual/bilingual dictionary use dichotomy has recently gained more spotlight than before, and this dichotomy has turned back to reassess the usefulness of each type in terms of vocabulary knowledge and acquisition. Although EFL (English as a foreign language) learners perceive dictionaries as inevitable references for vocabulary knowledge and linguistic consultation and almost all (learners and teachers) consider dictionaries ‘absolutely essential’ in the learning and teaching profession (Christianson, 1997; Walz, 1990; McAlpine and Myles, 2003), the usefulness of dictionaries tends to be dependent upon the type of dictionary being consulted (Laufer and Hadar, 1997; Hulstijn, 1993; Knight, 1994). Within this heated debate and abounding controversies over the usefulness of dictionary, the usability of dictionary and dictionary usefulness (Laufer and Kimmel, 1997) “do not necessarily go hand in hand” (p. 362), and Arab FL (Foreign language)  learners’ perspectives towards dictionary types problems and users’ dictionary type preferences are not yet unearthed (Al-Ajmi, 2002). Moreover, within the recent emphasis for dictionary skills (Scholfield, 1982, Laufer and Hadar, 1997; Laufer and Kimmel, 1997), it is reported that Arab learners are not dictionary competent or skilled dictionary users and do lack the necessary skills (Aly, 2004). Within this framework, this qualitative study aims at arriving at a deeper understanding of the problems of dictionary use, either bilingual or monolingual, as faced by Libyan Arab learners for general dictionary use purposes among postgraduate master students at UUM(Univeristi Utara Malaysia).