Abstract
This study aimed to explore the language difficulties faced by English diploma students and provide solutions to overcome them. The data collected in the form of a questionnaire administered to 39 female students were compared in percentages for closed - ended questions and thematically for open-ended ones. Results showed that diploma students struggled with listening, speaking and reading's higher cognitive skills such as guessing the meaning from context and reading between the lines. In addition, tenses, question formations, and reported speech were the most difficult grammatical points for them. These challenges were attributed to the institutional, dispositional, situational, academic, and pedagogical barriers faced by students as adult learners resulting mainly from the students' study gaps and their lack of contact with the English language. Solutions included the use of more varied activities and up-to-date interesting reading passages, more practice of listening and speaking inside and outside classrooms, and having a placement test before joining the diploma program.