The Investigation of Vocabulary Learning Challenges and the Role of Anxiety in Learning Vocabulary: The Case of EFL Libyan Undergraduate Students

Abstract

Learning vocabulary is the cornerstone for learning a language. Learning vocabulary is remarkable task for EFL learners in EFL context where language would be only for practice, engagement, and use in class. As a result, EFL learners would face several challenges and obstacles to learning and mastering the language due to several factors. This study investigates the vocabulary learning challenges faced by Libyan EFL undergraduate students at Libyan University and the anxiety role in these challenges. An online structured questionnaire distributed among the participants. Total number of 97 valid simple random responses was obtained from the online questionnaire. The findings reveal that students encounter significant challenges in their learning English vocabulary such as pronunciation, spelling, word meaning, contextual usage, and memorization. Many of which are compounded by phonological differences between Arabic and English. Additionally, a moderate level of vocabulary anxiety was reported, particularly during listening and comprehension tasks involving unfamiliar words. Additionally, a strong positive correlation was found between vocabulary anxiety and vocabulary challenges [r = .746**, p < .01], highlighting the impact of anxiety on vocabulary learning performance. Other notable correlations include the influence of academic semester and age regarding vocabulary learning on anxiety levels, suggesting that vocabulary learning should be adapted to learner’s learning processes. The study recommends refining teaching and learning techniques and method moving from grammar translation method to students centered approaches implementing interactive, context-based teaching strategies and methods, integrating tangible and technology-enhanced tools to improve learner vocabulary and lower their anxiety. Such consideration would improve both learning vocabulary competence and learners’ confidence. These insights contribute to the broader EFL education setting in Libyan higher education providing a foundation for future interventions aimed at enhancing learning vocabulary outcomes.