Abstract
Research methods are crucial in postgraduate studies, especially in applied linguistics, as they facilitate independent and rigorous academic inquiry. Teaching these methods effectively presents considerable challenges, particularly in contexts where English is not the native language. To address these issues, this paper explored the challenges professors faced in teaching research methods in applied linguistics to MA students. Quantitative and qualitative methods were adopted. Surveys were used to identify the key challenges that students face in research method courses at the English Department, Faculty of Languages, Tripoli University. Interviews were conducted with professors to gauge their perceptions towards teaching research methods. Results revealed that the majority of students struggle, when it comes to interpreting statistical analysis, no experience to criticize sources critically, inadequate research skills and limited access to academic resources. Interviews highlighted a lack of curriculum flexibility and insufficient institutional support as major barriers to effective instruction. Professors also emphasized the urgent need for access to updated resources and training in student-centered teaching strategies. These challenges hinder the teaching and learning process. The study concludes practical recommendations, such as curriculum reform, resource investment, and professional development for professors. By implementing these changes, Tripoli University can enhance the quality of research methods instructions, preparing students for both academic and professional success.