Abstract
This study investigates the challenges faced by Libyan EFL students in spontaneous listening and speaking. Despite proficiency in grammar and reading, students struggle with real-time communication due to various linguistic, cognitive, and psychological barriers. Using a mixed-methods approach, the research integrates quantitative data from a Likert-scale survey and qualitative insights from student interviews. Findings reveal significant anxiety, limited practice opportunities, and reliance on Arabic as a cognitive strategy. The study highlights the need for curriculum reforms that emphasize communicative competence and suggests actionable strategies to enhance oral proficiency among Libyan learners.