د.شعبان ميلاد دبوس2026-06-102026-06-10https://dspace.academy.edu.ly/handle/123456789/2260Based on the history of foreign language teaching and learning, speaking has always been considered as the most essential skill to be mastered compared with the other language skills in spite of their importance. In addition, many language learners consider speaking ability as the measure of knowing a language. In consequence, they define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. Besides, most of the learners of English as a foreign language (EFL) regard speaking as the most paramount skill to be acquired; hence, they evaluate their progress in terms of their accomplishments in this skill.(Ansari, 2012). However, by reviewing the related literature, it is still reasonable to say that the EFL learners in general and the Arab EFL learners in particular face everlasting problem in learning this salient skill effectively such as the lack of vocabulary, high level of anxiety and lack of self-confidence.instructors come across different problems that hinder their way from teaching the English speaking skill appropriately. These problems are expressed in terms of the scarcity of the teaching material inside the college, the large number of the students compared with the shortage of time given to the speaking lectures and the learners’ low level of proficiency. In the light of these findings, the researcher suggested some recommendations that are hoped to help the Libyan learners to overcome the difficulties that hinder their pathway mastering the English speaking skill. Besides, it is hoped to give contribution for foreign language instructors, especially, instructors who teach English as a foreign language.An investigation into the Problems encountered by Second Semester Libyan