Abstract
This study aims to investigate the challenges faced by undergraduate students in using and learning idiomatic expressions at the Faculty of Education, Janzour, Tripoli University. Addressing the primary research questions of identifying common difficulties, this research explores the struggles students encounter with using and learning idiomatic expressions. Employing a qualitative approach, the study utilized sociocultural theory to analyze data collected through writing sample test and open-ended questionnaire administered to 10 undergraduate students enrolled in the Faculty of Education. The findings from both the test and questionnaire reveal that EFL students face multifaceted challenges in understanding and using English idioms. These challenges stem from a combination of cultural and educational factors, including limited exposure to idiomatic expressions, lack of instruction on their non-literal meanings and cultural contexts, as well as difficulties in applying them appropriately in different communicative situations. Addressing these gaps through improved curriculum and pedagogy could significantly enhance the students' proficiency in comprehending and employing idiomatic language. The significance of this research lies in its potential to guide educators in developing more effective teaching strategies and curricular improvements tailored to address these specific issues. By highlighting the gaps in cultural and educational exposure, this study provides valuable insights for enhancing classroom instruction and supporting students in mastering idiomatic expressions. Additionally, the research opens avenues for further studies to explore deeper educational strategies and interventions to better equip students with the skills needed to use idioms effectively in their language learning journey.