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

Abstract

Fluency remains a major challenge for many Libyan students of English as a Foreign Language (EFL), particularly at the university level. Despite years of English instruction, many students struggle to express themselves fluently and confidently, which negatively affects their academic performance and future career prospects. This study investigates the psychological and educational factors influencing oral English fluency among 29 fourth-year Libyan EFL students at Omar Al-Mukhtar University (OMU) in Al-Bayda City. A mixed-methods approach was adopted, combining quantitative and qualitative data collected through a questionnaire and classroom observations. The results were analyzed and presented using percentages. The findings indicate that no single factor alone significantly affects students’ oral fluency; rather, fluency is shaped by the interaction of multiple factors. Educational factors include student absenteeism, lecturer-dominated classrooms, limited vocabulary knowledge, grammatical errors, reliance on the mother tongue, insufficient English practice, classroom activities, and instructional resources. Psychological factors include fear of making mistakes, introverted personality traits, low motivation, and lack of self-confidence.