Bridging Barriers: Empowering English Proficiency for Professional Growth and Parental Involvement Among Libyan Higher Institutions Employees: A Case Study

Abstract

This study explored English language proficiency, daily usage, and attitudes toward language improvement among employees in a higher institution in Libya. Utilizing a cross-sectional, descriptive survey design, data were collected through a structured, self-administered questionnaire. The questionnaire was developed specifically for this study but informed by theoretical insights on second language acquisition and learner attitudes presented in How Languages Are Learned by Lightbown & Spada (2006). Additionally, Norton’s (2013) investment theory, which addresses the role of identity and motivation in language engagement, and Vygotsky’s sociocultural theory (1978), which focuses on the role of social interaction in learning, were implemented for developing the questionnaire. These theories support the study’s aim to investigate English language proficiency as a component for professional development among Libyan employees in higher education institutions. To ensure accessibility, the questionnaire was translated into Arabic and validated through back-translation. Of the 70 distributed questionnaires, 33 responses were analyzed. Results indicated that 69.7% of participants identified as beginners and 30.3% as intermediate, with no respondents achieving advanced or fluent proficiency. Daily use of English at work was minimal, with 30.3% reporting "Never" and 54.5% "Rarely," mirroring low levels of confidence in communication (60.6% "Not confident" and 33.3% "Slightly confident"). Despite these challenges, 66.7% of participants perceived English proficiency as moderately to very important for professional development, and over 70% believed that improving their language skills could enhance career opportunities. Additionally, 93.9% agreed that better English proficiency would enable them to more effectively support their children’s education. These findings highlight the critical need for targeted language training programs to improve English proficiency, foster professional growth, and enhance parental involvement in education within the Libyan context.