جامعة ابردين2024-12-102024-12-10https://dspace.academy.edu.ly/handle/123456789/744The results indicate that there was no statistically significant difference observed between male and female students. Moreover, statistical analysis found significant differences in the speaking scores between the two groups, with the experimental group (i.e., the CLT group) performing better. Overall, both groups showed improvement in their English abilities, although, interestingly, there was no noticeable improvement in grammar and pronunciation in either group. The study highlights important differences in the participants’ engagement in the EFL Libyan classroom, as well as their perspectives on CLT. Further, despite positive opinions toward CLT activities, participants identified various barriers, indicating that the approach requires further development, guidance, and awareness in the Libyan context. This study contributes to the literature by including the perspectives of both teachers and students who have participated in a CLT environment. The findings have important implications for teachers, English language inspectors, curriculum developers, and policymakers in Libya, as they provide insights into both the difficulties and successful implementation of CLT in Libyan classrooms.Abstract Communicative Language Teaching (CLT) is a popular method of teaching English around the world. There is a significant body of research supporting its effectiveness in helping students learn the language. However, in some countries, like Libya, the principles of CLT are not well understood, making it difficult to implement. Despite CLT being in the Libyan language education policy since 2000, teachers continue to rely on traditional teaching methods. The purpose of this study is to examine the effectiveness of CLT activities in developing students’ speaking skills in two Libyan state secondary schools and to investigate the challenges and factors that may impact the implementation of CLT in this context. A quasi-experimental design utilising a mixed-methods approach was used by employing pre/post oral English-speaking skills test to compare 61 second-year students’ English oral proficiency, and to explore differences between male and female students before and after undertaking CLT activities. Additionally, three classroom observations were conducted for each class, and several semi-structured interviews were held with teachers, students, and inspectors of the English language curriculum.their immeasurable and irreplaceable sacrifices, prayers, patience, love, encouragement, and continued support.