Difficulties Encountered by Libyan EFL Students to Speak English Fluently The Case of Fourth-Year Students at Omar Al-Mukhtar University

Abstract

This study examines the psychological and educational challenges that impact the English language proficiency of 29 Libyan students who are studying English as a foreign language in their fourth year at OMU in Al-Bayda City. The study used a mixed-methods approach, integrating qualitative and quantitative approaches for data collection and analysis. Data was collected using a questionnaire administered to the students and through observations made in the classroom. The findings were then statistically analyzed and presented in the form of percentages. The study revealed that no one factor had a substantial impact on their oral English fluency. However, each element had an interactive effect with another. The educational aspects encompassed in this study are student absenteeism, lecturer's speaking dominance, vocabulary knowledge, grammatical mistakes, usage of native language, insufficient English practice, class activities, and instructional resources. The psychological factors encompassed dread of making mistakes, introverted personality characteristics, diminished drive, and a deficiency in self-confidence.