Aug 2026· Scholars Journal of Arts Humanities and Social Sciences· Vol 14, pp. 303-311· 0 citations
Abstract
English proficiency remains a critical concern in Bangladesh’s secondary education system, particularly in district-level contexts where resource constraints and pedagogical gaps are pronounced. This study examines the current level of English proficiency among secondary students in Tangail district, identifies key challenges, evaluates existing teaching practices, and explores prospects for improvement. Adopting a mixed-methods approach, data were collected from 200 students (Classes IX–X) through an English proficiency Multiple Choice Question test and a structured questionnaire, and from 20 English teachers via semi-structured interviews. Findings reveal that students exhibit moderate overall proficiency, performing relatively better in reading comprehension but showing significant weaknesses in vocabulary, grammar application, sentence construction, and especially speaking skills. Classroom practices remain predominantly examination-oriented, relying heavily on the Grammar Translation Method (GTM) with limited implementation of Communicative Language Teaching (CLT). Major challenges include insufficient vocabulary, difficulty applying grammar rules, fear of mistakes, limited speaking opportunities, large class sizes, and inadequate teaching resources. Urban students outperformed their rural counterparts across most indicators. The study concludes that without a shift from rote memorization to communicative practice, supported by enhanced teacher training, technology integration, and assessment reform, students’ communicative competence will remain limited. Practical recommendations are offered for policymakers, educators, and school authorities to foster more effective English language education in similar rural and semi-urban contexts.
English language education has been a central focus of educational reform in Japan as the country seeks to strengthen students’ communicative competence in a globalized world. Despite these reforms, many Japanese learners continue to face challenges in developing effective English communication skills. This qualitative study examines the difficulties encountered in English language teaching (ELT) in secondary schools in Kobe, Japan, and explores the implications of these challenges for future Assistant Language Teachers (ALTs). The study employed a qualitative research design using semi-structured interviews with twenty English teachers from three public secondary schools in Kobe. Data were analyzed using thematic analysis to identify recurring patterns and key instructional challenges. To strengthen the analysis, frequency counts and participant quotations were incorporated. The findings reveal that examination-oriented teaching practices continue to shape classroom instruction, with teachers prioritizing grammar and reading skills. Other challenges include limited class time, large class sizes, and varying levels of teacher confidence in conducting communicative lessons. Despite these constraints, collaboration with Assistant Language Teachers and the use of interactive strategies were identified as potential solutions. The study concludes that strengthening teacher training, integrating communicative approaches, and providing institutional support are essential to improving English language learning outcomes.
Aileen N. Caballes· International journal of res...· 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
English language proficiency in Indonesia remains low, particularly in Eastern Indonesia compared to other regions of the country. This study examines the English language learning strategies (LLSs) used by college students in Eastern Indonesia, focusing on speaking, listening, reading, and writing skills. A mixed-methods research design was adopted, employing adapted versions of Oxford’s Strategy Inventory for Language Learning (SILL) and Setiyadi’s Language Learning Strategy Questionnaire (LLSQ). Quantitative data were collected through Likert-scale items, while qualitative insights were obtained from open-ended questionnaire responses. The participants comprised 38 English majors (GPA 3.7–4.0) from eight universities in Eastern Indonesia. Descriptive statistical analysis indicated that cognitive strategies were the most frequently employed (M = 68.7%), followed by metacognitive strategies (M = 47.9%) and social-affective strategies (M = 31.2%). Repetition, translation, and contextual guessing dominated learners’ approaches, while peer correction and collaboration were least practiced. The qualitative findings demonstrate a strong preference for autonomous, technology-mediated English learning, particularly through online videos, podcasts, and AI-assisted tools. Learners blended formal instruction with informal, media-based practices, reflecting a self-regulated and accuracy-focused orientation. The study recommends pedagogical practices that encourage greater use of metacognitive and social strategies to enhance communicative fluency and reflective learning.
S. Pertiwi, Juvrianto Chrissunday Jakob, Dian Agustina Purwanto Wakerkwa et al.· Edulite: Journal of English...· 0 citations
English oral proficiency is one of the most complex competencies to cultivate in English as a Foreign Language (EFL) setting, particularly within educational systems that offer limited opportunities for genuine communication. Although numerous studies have identified foreign language anxiety, pedagogical practices, and language exposure as factors linked to oral performance, there is still insufficient evidence regarding the interplay of these determinants among secondary school students in Ecuador. The aim of this research was to examine the psychological, pedagogical, and contextual elements influencing the English oral proficiency of first-year high school students at the Alfonso Quiñónez George Educational Unit in Esmeraldas, Ecuador. A qualitative, descriptive approach was employed, utilizing semi-structured interviews, non-participant classroom observation, and focus groups as primary data collection techniques. The data underwent thematic analysis and methodological triangulation to strengthen the reliability of the findings. The results indicated that anxiety associated with using English is the primary obstacle to oral communication, while pedagogical practices focused on grammar instruction and limited exposure to the language outside the academic setting restrict opportunities for communicative interaction. Empirical evidence demonstrated that these elements operate interdependently, creating an environment that shapes the development of oral proficiency.
Rosa María Dolores Galarza Arreaga, Katty Roxana Paredes Escobar, Ángela Geanine Valencia Moreno.· Revista Científica Multidisc...· 0 citations
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 integration of modern technology in English language education has become increasingly prevalent globally, yet its adoption and effectiveness in developing contexts like Nigeria remain underexplored. This study investigates the impact of modern technology on student engagement and English language proficiency in Nigerian secondary schools, focusing on Dutsinma, Funtua, and Katsina Local Government Areas in Katsina State. Employing a mixed methods research design, the study gathered quantitative data through surveys and qualitative insights through interviews with 200 students, 50 teachers, and 20 administrators across multiple schools. Grounded in Technology Enhanced Language Learning (TELL) and Technology Acceptance Model (TAM) frameworks, the research examined the effects of technology on student engagement and language proficiency, as well as challenges faced in implementation. Findings reveal that while modern technology positively impacts student engagement and facilitates comprehension of the English language, its effectiveness is constrained by infrastructure limitations, inadequate teacher training, inconsistent electricity supply, and limited access to digital resources. Despite these barriers, teachers and students express a strong desire for greater technological integration, recognizing its value in making language learning more accessible and interactive. The study provides valuable recommendations for policymakers, school administrators, and educators aiming to optimize digital resources in language instruction.
B. Abubakar· International journal of res...· 0 citations
