Bridging Communicative Gaps: The Role of CLT in Addressing EFL Learning Difficulties among Libyan Secondary School Students – A Case Study in Kufrah

Abstract

This study examines English language learning difficulties among 85 Libyan secondary school students in Kufrah and explores teachers’ perceptions of the instructional barriers affecting their progress. Quantitative findings from student questionnaires indicate that speaking was the most difficult skill (M = 4.12, SD = 0.55), followed by listening (M = 3.85, SD = 0.62), writing (M = 3.62, SD = 0.66), and reading (M = 3.47, SD = 0.70). Qualitative data from interviews with 10 teachers revealed that limited speaking opportunities (93%), low student motivation (83%), and outdated instructional materials (73%) were the main constraints on language development. Classroom observations showed that instruction was largely teacher-centred, with minimal student interaction and limited opportunities for oral production. The findings suggest that traditional grammar-focused approaches are insufficient for developing communicative competence and point to the need for context-sensitive Communicative Language Teaching (CLT) practices. Interactive, scaffolded tasks and targeted teacher support may help improve communicative proficiency in resource-constrained EFL settings.