Investigating EFL Teaching Challenges in Libya (Case Study: Secondary Schools in Maslata)

Abstract

This study aimed to explore the most prominent problems, difficulties, and challenges faced by English as a Foreign Language (EFL) teachers in Libyan secondary schools during their teaching. It specifically investigated whether these challenges relate to teacher competency, teaching methods, or the curriculum. Employing a descriptive, analytical, and quantitative methodology, the researcher surveyed all 28 English language teachers across four secondary schools in Maslata city for the 2024/2025 academic year. Data were collected using a 21-item questionnaire based on a five-point Likert scale and analyzed using SPSS version 25. The results revealed that challenges related to the availability of teaching aids ranked first, followed by challenges related to teacher competency, both showing statistically significant effects. While challenges related to curriculum components were present, they demonstrated a very small statistically significant effect. The study concluded that systemic issues, including traditional teacher-centered methodologies and resource constraints, hinder effective language instruction. Key recommendations include providing structured teacher training programs, reducing class sizes to a maximum of 15 students, and integrating modern technology and multi-media language labs into schools.