This article indicates that Arab Libyan EFL learners are incompetent in oral communication. Despite spending years in learning English, they fail to employ that knowledge in real communicative situations. This might be the outcome of inadequate teaching approaches that are employed by Arab EFL teachers. Diaaba (2016) pointed out that, their overreliance on traditional approaches which emphasize extensive linguistic input rather than communicative output result in what Wolff (2010 cited in ibed, 2016 p. 338) calls 'mute English learners', who can read and write but cannot speak. The purpose of this study was to uncover challenges facing Arabic-speaking ESL students as well as teachers .13 participations are included in this article. Research questions focused on the needs of the Arab Libyan-speaking ESL students, the factors that influence their learning, and the problems the teachers face in supporting these students. Data sources included teacher and student interviews, classroom observations the results revealed that Arab Libyan learners face challenges in speaking skills due to linguistic and psychological barriers. The study concluded that several important challenges for teachers and students exist, including time, language support, and knowledge insufficient exposure to the target language and frequent use of Arabic were the main factors contributing to the Libyan EFL learners' speaking difficulties. Lack of speaking activities and overemphasis on accuracy at the expense of fluency by the teachers were other contributing factors.

Keywords: Speaking skills; speaking difficulties; instructional approaches; linguistic and psychological barriers

تهدف هذه الدراسة إلى التعرف على مصادر استخدام علاقات التعلم التعاوني بين الطلاب الذين

يدرسون أي موضوع في الفصل .هذا قد يساعد المعلمين من أي موضوع في أي مستوى، سواء

كان ذلك اللغات الأجنبية والرياضيات أو العلوم الاجتماعية. الأداة الرئيسية التي من خلالها

الباحث يجمع البيانات هو استبيان لمعرفة كيفية استخدام المعلمين نصائح لتعليم التعلم التعاوني،

لذلك يجب على المدرسين اتباع النصائح لجعل التعلم نشط والمشاركة المستاوية في الفصول

الدراسية .

This study aims to investigate the sources of using cooperative learning relationships between learners studying any subject in a class .This study may help teachers of any subject at any level, whether that be foreign Languages, math's or social studies . The main tool through which the researcher collected data is questionnaire to find out how teachers use the tips of teaching cooperative learning, so teachers must follow these tips to make active learning, equal participation in the classrooms