From Hesitation to Fluency: Unraveling Speaking Barriers in EFL Context

Abstract

This study investigates Libyan EFL students' perceptions of their speaking skills, identifies barriers to their development of this skill, and explores the underlying causes of these barriers. A Likert-scale questionnaire was employed to collect quantitative data from 41 English-major students at the Department of English, University of Zawia, Libya. The findings indicate that while students acknowledge the significance of speaking skills for academic and professional success, they encounter challenges related to linguistic aspects, including vocabulary, grammar, and pronunciation. Psychological barriers, such as fear of criticism and shyness, also hinder their willingness to participate in speaking activities. Furthermore, the study highlights that insufficient practice opportunities and traditional, teacher-centered instructional methods are major contributors to students' difficulties in speaking. The study suggests that enhancing students speaking skills can be achieved by increasing engagement in interactive speaking activities, shifting from teacher-centered to more interactive teaching methods, and creating environment that encourage speaking practice both inside and outside the classroom.