The Impact of English Language Requirements on Graduate Students in Libya: A Case Study of University of Zawia

Abstract

English language proficiency is a key admission requirement for postgraduate programs worldwide, including at the University of Zawia in Libya. In English as a Foreign Language (EFL) contexts, such requirements may create access barriers for academically qualified applicants whose language development has been shaped by systemic rather than individual limitations. This study investigates the extent to which English proficiency requirements affect postgraduate admission at the University of Zawia and identifies the challenges applicants face in meeting these standards during the academic year2026–2025. A mixed-methods approach was adopted in this research. In the first phase, placement test records from 321 applicants at the Zawia University Language Centre were analyzed quantitatively to establish the scope of the proficiency gap. In the second phase, qualitative data were collected through a structured questionnaire and semi-structured interviews with 50 newly admitted postgraduate applicants, providing explanatory depth to the statistical patterns identified.The findings reveal a significant gap between institutional expectations and applicants’ actual proficiency levels. 65% of applicants were positioned below the minimum admission edge, 80% self-rated their English as moderate or weak, and 64% reported no adequate institutional learning opportunities. Consequently, 82% indicated they would postpone or withdraw from postgraduate study. Critically, students did not reject English proficiency as a legitimate academic goal; rather, they called for greater institutional support to achieve it equitably. The research indicates that current requirements may function as barriers to access rather than measures of readiness. The Recommendations suggest a deadline extension policy, free institutional English courses, integrated language support and localized testing facilities.