An Investigation into the Speaking Challenges Encountered by Libyan University EFL Learners: A Case Study at English Department at Zolten Faculty of Education, Sabratha University

Abstract

This study investigates the speaking challenges encountered by Libyan English as a Foreign Language (EFL) learners at Zolten Faculty of Education, Sabratha University. The ability to speak English fluently and accurately is a crucial skill for future English teachers, yet many Libyan students struggle significantly in this domain. Utilizing a mixed-methods approach, this research collected data through a questionnaire administered to 56 third and fourth-year EFL students and semi-structured interviews with 5 EFL instructors. The findings reveal that the primary challenges are multifaceted, stemming from linguistic, psychological, and educational factors. Key obstacles include a severe lack of vocabulary, poor grasp of grammar and pronunciation, overwhelming anxiety and lack of self-confidence, and the overriding influence of the mother tongue (Arabic). Furthermore, educational factors such as limited speaking opportunities in large classes, traditional teaching methods focused on grammar-translation, and a lack of authentic language practice environments were identified as significant impediments. The study concludes by proposing practical recommendations for curriculum designers, educators, and policymakers to address these challenges, emphasizing the need for communicative language teaching, the integration of technology, and the creation of a more supportive learning atmosphere to enhance the oral proficiency of future Libyan English teachers.