Pragmatic Competence and Its Role in Overcoming Speaking Difficulties Among Efl Learners at Sabha University

Abstract

This study explores the role of pragmatic competence in overcoming speaking difficulties among EFL learners at Sebha University. While many learners possess adequate vocabulary and grammar, their communicative effectiveness is often limited by a lack of pragmatic strategies, including turn-taking, politeness, and negotiation of meaning. A mixed methods design was employed, combining questionnaires, Oral Discourse Completion Tasks (ODCTs), and classroom observations to capture both quantitative and qualitative insights. Fifty Libyan EFL learners participated in the study. Results revealed that psychological factors such as anxiety, fear of mistakes, and hesitation amplified linguistic limitations, while pragmatic deficits further constrained interaction. ODCT findings showed stronger performance in compliments and apologies but persistent difficulty with refusals and suggestions. Observations highlighted reliance on repair strategies, long pauses, and cultural transfer from Arabic, which sometimes caused pragmatic misfits in English. The triangulated results demonstrated that speaking challenges are multidimensional, involving psychological, linguistic, and pragmatic components. The study recommends integrating explicit pragmatic instruction, interactive tasks, intercultural awareness, and confidence-building approaches to improve both appropriateness and fluency. These findings underscore the importance of pragmatics in preparing learners to become confident and effective English communicators.