Enhancing Listening Skills in EFL Classrooms: Challenges, Assessment Practices, and Pedagogical Implications in Bani Walid, Libya

Abstract

Listening constitutes a crucial component of second language acquisition; however, it is frequently overlooked in EFL classrooms, particularly in contexts with limited resources. This research investigates the obstacles EFL teachers encounter when teaching and evaluating listening skills in Bani Walid, Libya. Employing a convergent mixed-methods approach, the study collected quantitative data via structured questionnaires administered to fifteen teachers and qualitative insights through semi-structured interviews. The quantitative data were examined using mean scores, standard deviations, and agreement percentages, while thematic analysis was applied to the qualitative responses. Findings indicate four primary challenges: inadequate instructional materials, insufficient teacher training, large class sizes, and low student proficiency levels. Assessment practices were largely subjective, and classroom activities relied heavily on textbook-based listening exercises, with minimal incorporation of authentic audio resources. The study recommends integrating technological tools, implementing regular professional development for teachers, introducing authentic listening tasks, and applying standardized assessment instruments. These strategies aim to enhance listening pedagogy in low-resource EFL contexts while ensuring effective evaluation and engagement.