Factors Affecting Low English-Speaking Proficiency among Secondary School EFL Learners in Libya: Scoping Review

Abstract

Introduction: Mastery of speaking skills is essential for success in today’s society. Effective communication relies heavily on the ability to speak well. English, as a global language, holds great importance in various fields such as economics, politics, education, science, and technology. Problem statement: Libyan learners face difficulties in developing speaking skills and fail to communicate effectively as native speakers, despite studying the language for many years in schools and universities. Traditional approaches like the Grammar-Translation Method (GTM) employed in Libyan schools are often blamed for hindering fluency in English, making the language learning process challenging. English teachers in Libya often overlook teaching oral activities found in textbooks and solely focus on aspects they believe will be covered in exams. It is essential to acknowledge that learning and developing speaking skills require time, and learners need to acquire new vocabulary daily in order to understand and express themselves effectively.Therefore, there are limited studies on the difficulties of Libyan learners facing in speaking during their secondary education, as well as the factors that negatively impact their language skills and hinder their ability to speak in the classroom. Objective:  this research aims to identify the causes that contribute to low proficiency in English speaking skills among Libyan EFL learners. Methods: the searching done by using some online database such as Scopus, Web of science and google scholar on articles published between 2014 and 2024.  Results: the finding of this study shown that the Libyan learners have limited opportunities to practice oral communication skills both in and outside the classroom. Conclusion: there are factors that contribute to difficulties in both academic and personal communication. Furthermore, this study highlights the obstacles EFL teachers encounter when teaching speaking skills in classrooms, including proficiency, large class sizes, limited class durations, and a lack of teaching aids and resources.