Challenges Faced by English Language Learners and Teachers in ESL Classrooms

This article discusses the challenges faced by English Language Learners and Teachers in ESL classrooms. It highlights the problems areas in the field of ESL learning and teaching and suggests ways to improve the learning environment.

Running Head: ENGLISH 1
Second language literacies
Author's Name
Institutional Affiliation

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Abstract
There is a constant rise in the number of English Language Learners (ELLs) all across the world.
In fact, ire is the fastest growing population among learners and students. The reason behind is
that English has become the fastest-spreading language over the past several decades and is the
most common language. Spoken and used by billions of people across the world, the population
of English speaking is only set to rise. The international businesses and multinational companies
prefer employees who are fluent in English. Migrants, workers, and students who cross over to
other English-speaking dominant countries often have to learn English to strengthen their
employment opportunities as well as adjust well to the new environment. It is hard to ignore the
dominance of English as the global language of education and business. Data from students and
teachers' perspectives on English as a Second Language (ESL) classes reveals the encountered
experiences in the classrooms regarding curriculum, language barriers, and psychological factors
and learning environment. The paper argues that issues are faced not just by the students but the
teachers as well. There are suggestions on how the learning environment can be improved for
ESL classes and facilitate constructive learning.
Introduction

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Learning a foreign language or a second language is not easy. Immigrants to the English-
speaking countries like the US, Britain or Australia, face difficulties in learning English as a
second language (ESL). Several reasons have been identified the lack of expected progress in the
ESL students. There are many challenges as the learners' struggle with notable difficulties. What
adds to the challenges is the lack of a supportive environment for these students. Real-time
cognitive constraints such as incorrect pronunciation and lack of vocabulary lead to hesitation in
speaking and lower motivation for writing. It is not just the students but also the teachers too
who face challenges in ESL classrooms. It essential to understand those constraints and remove
them to build a positive learning environment for ESL students
The reason why I am interested in this topic is because of my own experience of learning
a second language (English). I was born in India and received my education in my native
language, which is Hindi. I studied in a Hindi medium school where the teaching instructions
were given only in Hindi. It was much later that I went to an English medium school when my
dad got transferred to another city. As a result, my written and oral skills in English always
remained weak. At home and at school, we barely spoke in English, and I never got good grades
in English. In India, you have an advantage in social and professional realms if your English
skills are good. Thus, even though I am not moving to another English-speaking country, I feel
the pressure of being good with my written and oral skills in English in my own country. I am
aware that countless students like me face the stress and challenge of learning English as a
second language.
Challenges for the students
Research on speaking English in a non-English speaking country show that language
barriers, psychological factors, learning environment and practicing the language are all linked to

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each other (Abrar, 2018). For example, in India, especially the North East (NE) region is
multilingual because of the vast linguistic diversity. Different states and tribes use different
languages in states like Arunachal Pradesh, Meghalaya, Nagaland, Mizoram, and Sikkim (Devi,
2017). As English is the first language and the official language, the children are taught English
much before they learn their own native language. It is interesting to see how well a tribal child
can speak English as compared to his tribal mother tongue. Ironically, English is not the second
language here, but it is the regional language which is given the status of the second language as
stated by Devi (2017). The United Arab Emirates looks at improving English language skills as a
top priority. The country is introducing new strategies for the teaching of English as a second
language in kindergarten and primary school classes (Al-Awidi & Ismail, 2014).
Teaching English as a Second Language (ESL) conversation is one of the toughest tasks
for the teachers. Students fail to become active role players during ESL learning because of their
weak conversational skills (SaravanapavaIyer, 2016). Proper grammar and vocabulary are
essential for conversational skills. International students deal with the issues of vocabulary,
grammar, and linguistic fluency when learning English-language. Language problems can leave
the international students experiencing unfair perceptions and lack of belonging (Ravichandran,
Kretovics, Kirby, & Ghosh, 2017). Their success relies on the fluency of the English as a second
language. A recent study on undergraduate students in Pakistan concludes that majority of ESL
students feel the usual situation-specific anxiety when facing an ESL exam. However, students
admit that they avoid speaking English and get nervous while conversing in English (Mari,
2016).
Speaking is the most challenging language skills for ESL learners as it requires complex
skills of conveying ideas verbally. The skills go beyond the understanding of the grammatical

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rules of a foreign language and require highly complex skills as stated by Abrar (2018).
Language is used in a social context through interactions within the family and broader society.
However, within the classroom, the language is acquired mainly through reading. Learners do
not understand what they lack behind in communicative competence as stated by Amuseghan,
(2007). Speaking is a very significant skill in any language as it gives a powerful impression and
evokes the personality of the speaker. Being educated but with no English communicative
competence is seen as an educated man without the knowledge of computer today (Abbasi,
2011). One cannot ignore sociocultural theories of learning in second language education. It is
essential to assess the teacher and their development and understanding of themselves and their
students. Developing language assessment literacy of the teachers is critical here. The teacher
should carry the knowledge of the language, culture, and learning (Scarino, 2013). It is essential
for the teacher to understand the cultural background of the student and assess them before
teaching the language.
Struggle for the teachers
ESL programs worldwide face challenges of space, scheduling, and staffing. It is a
constant probe elm to find space to house ESL classes at many schools (Billak, 2017). The areas
and classrooms are not suitable for teaching. The shortage of staff can create a bottleneck issue,
as the number of ESL students continues to grow. Scheduling the classes is the second
challenges often students are pulled out of the classes, or the classes get disrupted. These are
serious challenges that need to be looked into.
Teachers struggle with multiple challenges when dealing with English from diverse angles. The
curriculum and textbooks create a void among teachers, textbook, and learners. Lack of
adequately trained teachers for ESL is another issue that adds to the challenges in dealing with

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English (Alam, 2018). Communicative Language Teaching can be readjusted and restructured so
that the curriculum and textbooks become more practical and constructive. Teacher education
courses should work on language curriculum to improve vocabulary, grammar to develop
mastery of essential teaching skills. The language curriculum should be made more specific for
ESL learners (Ngwaru, 2013).
As stated by Gunawardena, Sooriyampola, & Walisundara (2017), teachers need to adopt
simple themes and bilingual approaches to improve issues of limited English vocabulary among
students. By offering sufficient language, scaffoldings can help in removing barriers with
language. It is essential to generate democratic classrooms and stress-free environments to
promote learning. It is necessary for the teachers to m observe the students rather than making
assumptions. Student skills can get proper direction with the right exposure to language that can
result in effective reading, listening and speaking.
English language education keeps on looking for new ways of teaching the second
language in various planned forms to ESL learners. A study focusing on English language
teaching strategies applied in Pakistan suggests that there is a great need to train and motivate
teachers as stated by Abbasi (2011).
Scope for improvement
English language teaching and learning can be both overwhelming. Countless methods
are used and applied in ESL classrooms. The way English is taught to students impacts their
motivation and skill levels (Abbasi, 2011). English Language teachers make use of uniform
educational methods in ESL classrooms, without realizing the particular needs of the student and
their cultural background.

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ESL teaching in developing countries needs to integrate embedding thinking skills to
motivate ESL learning. A study on Sri Lankan teachers’ perceptions of ESL reveals the impact
of the cultural environment on the teaching thinking skills. Certain biases among teachers
influence student engagement and learning (Gunawardena, Sooriyampola, & Walisundara,
2017). A random study on teachers indicates that the teachers can increase the motivation of the
students and develop reading strategies with the help of computers. The objective is to enhance
their reading skills, listening skills and speaking skills (Al-Awidi & Ismail, 2014). However,
schools need adequate infrastructure and support to do that.
English Language teachers are following a collaborative learning approach in the
classrooms, through face-to-face discussions, virtual game settings and problem-solving
activities (Saha & Singh, 2016). The objective is to shift the learning process to make it more
interesting for learners. Students can participate in different kinds of creative, and entertaining
games to motivate English language learning. Teachers and students can work together within
classroom settings to show a critical sensitivity towards transnational linguistic and cultural
practices in an adult ESL classroom setting (Meadows, 2018). The scholarly efforts should be
reimagined based on transnational frameworks.
Students can benefit from receiving reading support the ESL class as well as what is
offered in the classroom. The double exposure can boost their reading skills. Staffing is another
common challenge. Many administrators are of the view that any English speaker can work as an
ESL teacher (Billak, 2017). They do not realize that ESL is a complex field that requires
educators with specific training. Thus, it is no surprise to see ESL classrooms run by untrained
teachers.

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ESL teachers in rural Malaysia reported positive attitudes towards classroom code-
switching in the study. However, factors like subject access, teachers' persona, interpersonal
relationships and classroom management impact the teaching experience (Siong & Ming, 2017).
The findings illustrate the interplay of socio-environmental factors within ESL classrooms. It is
essential to implement culturally responsive teaching strategies in an ESL classroom to motivate
students’ participation in the class. Thus culturally responsive teaching strategies can be
incorporated into the teaching instructions to enhance communication skills (Chen & Yang,
2017). The teachers' attitude and her or his skill levels play a significant role in motivating the
students and their achievement. Along with the instructional decisions and practices, teachers
must use psycho-social constructs to prepare the minds of learners (Ashade, 2011).
Creating a lighter atmosphere within the classroom with the help of music or cracking
jokes or interacting with the students motivates the students to participate. Mock interview, role-
play, dialogue or any other kind of conversations can prove to be productive. Acknowledging
students conversation activities with appreciation and rewarding them with claps reduces
learners' anxiety and motivates them to participate in the classroom activity. The learner should
be given the freedom to choose whatever topic for discussion as stated by Ashade (2011).
The use of computer-assisted reading is encouraged by English instructors in teaching
ESL/EFL. Survey of multiple universities on the use of computers in language teaching and
learning indicated that the quality of reading skills developed with computer-assisted reading
(Al-Seghayer, 2016). Thus, it would be useful to integrate computer integration practices in ESL
classrooms to engage ESL in a meaningful way. At the same time, the ESL/EFL instructors
should carry the skills and competence to use computer-assisted technology and create learning
opportunities as stated by Al-Seghayer (2016). In a computerized reading environment,

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multimedia elements such as sound, pictures, and videos are made available to the students. The
faster and dynamic interaction between readers and electronic texts improves the learning
environment (Al-Seghayer, 2016). Communicative Teaching Approach Strategies can help the
teachers to train ESL learners to be communicatively competent (Abbasi, 2011).
Successful implementation of the ESL curriculum relies a lot on the teacher expertise.
The ESL official curriculum is often taught by teachers with varying knowledge and experiences
as stated by Ngwaru (2013). Curriculum planners should re-examine the goals of ESL and revise
the program to build linguistic and communicative competence (Amuseghan, 2007). Most
English curriculum aims at four language skills of speaking, reading, listening and writing. There
are different language levels of phonetics and phonology, syntax, lexis, morphology, and
semantics involved (Amuseghan, 2007). ESL curriculum needs to strike a balance between
communicative competence and linguistic competence.
Conclusion
Communication skills have always been essential and Teaching English as Second Language is
fast gaining prominence in 21st-century. The above discussion highlights the problems areas in
the field of ESL learning and teaching. Numerous challenges arise for both teachers and students
due to an imperfect curriculum, shortage of classrooms and inadequate training for the teachers.
There is a need to strike the right balance between the teachers, their training, and the curricula,
as well as the students, their relation with the teachers and the learning environment within the
class. This is possible only by revising and updating the curriculum and training the teachers on a
regular basis. The students need constant motivation and a positive learning atmosphere to get
over their anxieties of leaning a second language.
Interview questions

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Do you like your ESL class?
What do you feel about learning English?
What’s more difficult for you, reading, writing or speaking English?
Do you like your teacher?
Do you understand the lessons?
Do you feel motivated to go to the class?
Do you speak English within the class?
Do you speak English outside the class?
Are you afraid of make mistakes in English?
Do you get support from your teachers an dither students?
,
References
Abbasi A. (2011). A survey of teaching strategies in ESL classroom. Language In India. 1(1), 1–
313.

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Ashade D. (2011). Impact of learner conversations in ESL/EFL classrooms: an exploration with
Nigerian students. Language In India. 10(1), 1-10.
Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ perceptions of the use of computer assisted
language learning to develop Children’s reading skills in english as a second language in
the united arab emirates. Early Childhood Education Journal, 42(1), 29-37.
Al-Seghayer, K. (2016). ESL/EFL instructors' perceptions of the importance of computer-
assisted reading in L2 reading instruction. Theory and Practice in Language Studies,
6(9), 1753.
Alam, M. M. (2018). Bangladeshi EFL Teachers’ Challenges in Dealing with English for Today
in the Classroom. Language in India, 18(4), 14–33.
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Worldwide. THE INTERNATIONAL EDUCATOR, 1(1), 17–30.
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Applying culturally responsive teaching strategies. Theory and Practice in Language
Studies, 7(1), 79.
Devi, S. (2017). Three language formula and the first and second language: A case of north east
india. Language in India, 17(8), 194.

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Gunawardena, M., Sooriyampola, M., & Walisundara, N. (2017). Scaffolding thinking in ESL
lessons: Negotiating challenges. Thinking Skills and Creativity, 24, 279-285.
Ganapathy, M. & Kaur, K. (2013). Engaging ESL Students in the Writing Classroom through the
Multiliteracy Approach. Pertanika J. Soc. Sci. & Hum., 21 (2) 547 - 568
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of International Students, 7(3), 764.

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SaravanapavaIyer, M. (2016). Teaching conversational language and the challenges - some
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Interview questions
Do you like your ESL class?
Do you understand the lessons?
What do you feel about learning English?
What’s more difficult for you, reading, writing or speaking English?

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Do you like your teacher?
Do you understand the lessons?
Do you speak English within the class?
Do you speak English outside the class?
Are you afraid of make mistakes in English?