The Exploration of Undergraduate Students' Perceptions Regarding Challenges of English Language Learning as a Foreign Language
DOI:
https://doi.org/10.47067/ramss.v8i3.547Keywords:
English Language Learning, Foreign Language Challenges, Mother Tongue Interference, Curriculum Design, Societal Barriers, Teacher Engagement, Undergraduate Students, Rural Education, Nushki, ESL LearnersAbstract
This study explores the challenges faced by undergraduate students at Sardar Bahadur Khan Women’s University Sub Campus Nushki in learning English as a foreign language. The study deals within Vygotsky’s socio-cultural theory, emphasizing how social interaction, cultural norms, and linguistic background effect English language acquisition. Using quantitative research design, data was collected through structured questionnaires from 170 students. The findings show key challenges, including mother tongue interference, a curriculum focused on rote memorization, lack of teacher preparedness, and restricted opportunities for real-life language use. Social discouragement and insufficient teacher engagement further affected learners’ confidence and motivation. The study concludes that refining teaching strategies, adopting bilingual methods, revising the curriculum to highlight practical skills, and increasing social support can significantly improve the English language learning skill. These perceptions are mainly applicable for under-resourced areas like Nushki and recommend guidelines for educational improvement and teacher development.
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