English is a foreign language taught as a course in Indonesia. English strongly supports courses in their respective fields, such as technology. In reality, both lecturers and students still face numerous challenges during the learning process. Various responses can be found in class regarding these issues, particularly regarding student attitudes during the learning process, student learning outcomes, and participation in group activities. This study aims to describe the difficulties and obstacles faced by students in learning English and the factors that contribute to them. This study used a qualitative approach using questionnaires, observations, and video recordings. Data analysis was conducted through three methods: data reduction, data presentation, conclusion drawing, and verification. The results indicate that the study subjects experienced various difficulties in learning English. This occurs due to varying levels of English proficiency.
Keywords: learning difficulties, competence, English, learning process, learning outcomes
This study explores the effectiveness of English language learning among elementary school students at State Elementary School 20 Bireuen, Aceh, Indonesia. Effective English instruction at the elementary level is essential because it provides a strong foundation for students’ future language development and communication skills. This study aims to identify students’ learning experiences, teaching practices, and the factors influencing the effectiveness of English language learning. A qualitative descriptive approach was employed. Data were collected through classroom observations, questionnaires, and documentation involving 100 fifth- and sixth-grade students. The findings indicate that English language learning is generally effective, as reflected in students’ positive attitudes, active participation, and satisfactory understanding of the learning materials. Approximately 75% of students expressed a high interest in learning English, while 68% reported that they understood the lessons delivered by the teacher. Interactive teaching methods, including games, group discussions, and the use of visual media, were found to enhance students’ engagement and motivation. However, some students continued to experience difficulties, particularly in grammar and vocabulary, indicating the need for more individualized instructional support. In addition, teacher creativity, student motivation, and support from the home environment emerged as important factors influencing learning effectiveness. The findings suggest that implementing interactive teaching strategies and strengthening collaboration between schools and families can improve the quality of English language learning at the elementary school level.
Ika Rahmani, Nabila Aura Yusra, Anisa Amelia et al.· Journal Of Education And Tea...· 0 citations
This study examined the authors' experiences with teaching technical material in English to international students using mixed-language classrooms. The authors have identified both effective and ineffective ways of teaching these types of courses. Through systematic classroom observation and analysis, the authors identified what students had learned from each course taught entirely in English. In response to the complexities of implementing English Medium Instruction (EMI) in multiple languages and at multiple levels of academic studies, this longitudinal study tested and evaluated the use of the Language Responsive Delivery Model (LRDM). This model was used throughout all undergraduate and postgraduate Construction Management classes in four countries: the Czech Republic, New Zealand, Turkey, and the USA. Based on an Action Research methodology, the LRDM has three components of iterative phases as follows: prior to class delivery of the instructional materials including preliminary language assessments and a list of technical vocabulary terms; during class delivery using the "pause – paraphrase – probe" method and collecting data by minute-paper evaluations; and after class delivery, assessing learning outcomes through multimodal formats. This study explored how students with various levels of language proficiency affect their ability to comprehend instruction. Due to the differences in reading abilities among students, the authors found that traditional written exams were subject to biases related to reading literacy. The results indicated that using verbal testing and developing well-crafted rubrics for evaluating student performance provided a more equitable way of assessing a student's technical knowledge rather than their ability to communicate in English. The authors also outlined common pedagogical obstacles experienced by educators and suggested scalable approaches for universities. Lastly, the authors synthesized possible developmentally oriented directions and emerging trends that may enhance the model's long-term viability globally in engineering education such as integrating generative AI, large language models, micro-credential systems, and immersive digital twin labs.
Received: 08.02.2026
Received in revised form: 09.06.2026
Accepted: 08.07.2026
Learning English at the elementary level often presents various challenges for students, particularly in contexts where English is taught as a foreign language. This study aims to investigate the difficulties faced by sixth grade students in learning English at Muhammadiyah 1 Elementary School. The research employed a descriptive qualitative design. The subjects of the study were sixth grade students, selected through purposive sampling. Data were collected using classroom observations, questionnaires, and interviews to gain comprehensive insights into students’ learning difficulties.
The findings reveal that students experience several major difficulties, including limited vocabulary mastery, problems with pronunciation, low understanding of grammar, and lack of confidence in speaking English. In addition, insufficient exposure to English outside the classroom and limited learning media were found to contribute to these difficulties. These challenges negatively affect students’ motivation and participation during English lessons.
The study implies that teachers need to apply more interactive teaching strategies, provide varied learning media, and create a supportive learning environment to reduce students’ difficulties in learning English. Improving teaching methods is expected to enhance students’ English learning outcomes at the elementary level.
Mulki Yustinto, Solehan· Teaching English and Languag...· 0 citations
The study explores challenges and strategies employed by university English instructors for handling heterogeneous EFIC classrooms. As higher education increasingly admits more diverse groups of students, instructors must serve both low- and high-proficiency learners all in the same classroom. The researchers took a qualitative descriptive approach and data was obtained through semi-structured interviews via Google Form with 8 English lecturers from several universities in Indonesia. Five major challenges were identified through thematic analysis. Five key challenges were identified through thematic analysis: slower progress for the class, difficulty engaging students, variations in student confidence levels, problems with assessment and classroom polarization. Despite these difficulties, instructors utilized varied teaching practices including peer mentoring, small-group work and task support. Most respondents, however, reported limited institutional support and lack of training and resources. The study proposes three other institutional reforms: testing, class grouping policies, access to teaching aides and targeted professional development. These results, The need for structured response to provide uniform and effective language instruction with mixed proficiency levels.
Ellen Juita Gultom· DEIKTIS: Jurnal Pendidikan B...· 0 citations
This study aimed to identify the difficulties faced by students in learning English vocabulary at Pesantren Yapid At-Taubah. The subjects of this research were one English teacher and several students selected through purposive sampling. This study employed a qualitative research design. Data were collected through classroom observations and interviews and analyzed through four stages: data collection, data condensation, data display, and drawing conclusions. The results indicated that students faced numerous challenges in acquiring English vocabulary, such as issues with pronunciation, the length and complexity of words, grammatical structures, limited comprehension of meanings, and struggles with listening comprehension. These difficulties indicate that vocabulary learning is influenced by multiple interconnected factors, including memorization but also pronunciation, structure, and contextual usage. Consequently, students face challenges in recognizing, understanding, and applying English vocabulary in both spoken and written forms.
A. Usman, Abdullah, Muhammad Tahir· International Journal of Lan...· 0 citations
Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.
Fabella Machfira, Nenden Sri Lengkanawati· Journal of education studies· 0 citations