Difficulties encountered by undergraduate students when conversing in English in an oral practice class

الملخص

Speaking is generally seen as a key indicator of language proficiency. A person who can speak a language fluently is often considered proficient in that language. In Libya, English is taught as a foreign language from primary school through university. Despite this, Libyan students, particularly at the university level, struggle to speak English fluently. Even after graduation, some students have minimal English-speaking skills.

This study aimed to investigate the challenges faced by undergraduate students in speaking English in an oral practice class and to identify potential causes. It used a qualitative approach, gathering data through semi-structured interviews and quantitative method through questionnaires closed – ended questions with 25 university students, 10 of whom were interviewed in depth. The analysis focused on two main categories: difficulties and causes, further divided into subcategories: personal, social, environmental, and linguistic issues. Factors contributing to speaking difficulties included teaching methods, course content, reliance on the mother tongue, inadequate schooling, and classroom culture. The study recommended creating a supportive environment, increasing learner autonomy, revising teaching practices, and incorporating more speaking activities.