Classroom Discussions as a Tool for Improving Speaking Skills: Evidence from Libyan EFL University Students

Yassin Abdulgader Hmaid; Fatima Ben Ghozzi; Mashariq  Khalaf

doi:10.36602/faj.2026.n21.20

Authors

Yassin Abdulgader Hmaid Department of English, Faculty of Arts, Misurata University, Libya
Fatima Ben Ghozzi Department of English, Faculty of Arts, Misurata University, Libya
Mashariq Khalaf Department of English, Faculty of Arts, Misurata University, Libya

DOI :

https://doi.org/10.36602/faj.2026.n21.20

Keywords:

classroom discussion, speaking skills, EFL, language anxiety, student engagement

Abstract

The current study examines the impact of classroom discussions on the speaking skills of Libyan learners of English as a Foreign Language (EFL). The research was conducted with 30 third-semester undergraduate students at the Faculty of Arts, University of Misurata. A quantitative, cross-sectional survey design was employed using a 20-item Likert-scale questionnaire to investigate students’ participation, perceived speaking development, and challenges encountered during classroom discussions. The findings revealed mixed outcomes. While a substantial proportion of students reported active participation (45%) and increased confidence (55%), a considerable number experienced language anxiety (40%) and communication barriers (40%). Small-group discussions were strongly preferred (65%) over whole-class discussions. Statistical interpretation suggests that classroom discussions have a moderate effect, particularly on affective dimensions such as confidence and engagement, while their impact on linguistic accuracy remains limited. The present study concludes with pedagogical recommendations for enhancing discussion-based learning in EFL contexts.

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