Navigating Barriers to English Proficiency: A Qualitative Descriptive Study Among University Students in Indonesia
Abstract
This study investigates the challenges faced by fifth-semester English Department students at the Muslim University of Indonesia in achieving effective English proficiency. It is a qualitative descriptive research approach. Data were collected from five participants through observations, semi-structured interviews, and documentation, enabling an in-depth exploration of cognitive, affective, and environmental factors. The findings highlight six principal obstacles: insufficient practice, limited vocabulary, unsupportive learning environments, lack of interest, low self-confidence, and difficulties with pronunciation. Additionally, participants reported five key coping strategies, including regular vocabulary expansion, consistent practice, seeking training partners, enhancing learning motivation, and developing self-confidence. These strategies underscore the importance of addressing both linguistic and psychological dimensions of language acquisition. The results align with prominent theories in second language acquisition, emphasizing the role of socially mediated interactions, motivation, and affective factors. Practically, the study suggests implementing collaborative learning approaches, structured practice sessions, and confidence-building activities in English language curricula to foster communicative competence. Although this investigation focuses on a single private university context and has a limited sample size, its insights hold relevance for educators, policymakers, and institutions seeking to improve English language instruction. Future research could investigate broader populations, alternative instructional settings, and longitudinal assessments of student progress. Therefore, the study contributes valuable perspectives on how to overcome persistent English language difficulties among university students in similar EFL settings.
References
Bourgoin, R. and Bouthillier, J. (2021). Task-based language learning and beginning language learners: examining classroom-based small group learning in grade 1 french immersion. Canadian Journal of Applied Linguistics, 24(2), 70-98. https://doi.org/10.37213/cjal.2021.31378
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
Chen, S., Luria, S., & Shaub, K. (2022). Bridging the gap between socio-cognitive theory and practical second language instruction. Journal of Student Research, 11(3). https://doi.org/10.47611/jsrhs.v11i3.3304
Cheng, M., Wang, F., & Wang, L. (2012). Application of task-based language teaching in university education of functional materials specialty english. Advanced Materials Research, 427, 243-247. https://doi.org/10.4028/www.scientific.net/amr.427.243
Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge University Press.
DeKeyser, R. M. (Ed.). (2007). Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge University Press.
Dirgeyasa, I. (2018). The effect of task base language teaching (tblt) on tertiary esol learners’ academic writing achievement. Journal of Education and Learning (Edulearn), 12(1), 97-104. https://doi.org/10.11591/edulearn.v12i1.7429
Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation (2nd ed.). Routledge.
Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia - Social and Behavioral Sciences, 2(2), 3600–3604.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold.
Gilakjani, A. P. (2012). A study of factors affecting EFL learners’ English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119–128.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
Huang, J. (2022). Task‐based language teaching and rigorous instruction in beginning english as a second language classrooms. New Directions for Adult and Continuing Education, 2022(175-176), 59-70. https://doi.org/10.1002/ace.20468
Huang, X. (2024). Research on the Effectiveness of Task-based Language Teaching in Higher Education. Adult and Higher Education, 6(1), 74-79. https://doi.org/10.23977/aduhe.2024.060111
Kachru, B. B. (1992). The Other Tongue: English Across Cultures. University of Illinois Press.
Kilic, H. (2023). The Use of Task Based Learning in the Language Classroom: An Overview. Canadian Journal of Language and Literature Studies, 3(6), 14-19. https://doi.org/10.53103/cjlls.v3i6.134
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
Macapagal, J. (2024). Language acquisition in diverse linguistic, social, and cognitive contexts: a paper review and synthesis of multifaceted theories. JIP, 2(2). https://doi.org/10.69569/jip.2024.0017
MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New Insights into Language Anxiety (pp. 11–30). Multilingual Matters.
Martika, W., & Hermayawati, H. (2016). Improving Students’ Reading Skill By Using Quantum Learning. JELE (Journal of English Language and Education), 2(2), 118-124.
Megawati, F. (2016). Kesulitan Mahasiswa dalam Mencapai Pembelajaran Bahasa Inggris Secara Efektif. Pedagogia : Jurnal Pendidikan, 5(2), 147-156. https://doi.org/10.21070/pedagogia.v5i2.246
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). SAGE.
Mohammadi, F. (2017). The effect of authentic problem-based vocabulary tasks on vocabulary learning of efl learners. International Journal of Education and Literacy Studies, 5(3), 35. https://doi.org/10.7575//aiac.ijels.v.5n.3p.35
Monshizadeh, L., Vameghi, R., Yadegari, F., Sajedi, F., & Hashemi, S. (2016). Can language acquisition be facilitated in cochlear implanted children? comparison of cognitive and behavioral psychologists’ viewpoints. World Journal of Clinical Pediatrics, 5(4), 397. https://doi.org/10.5409/wjcp.v5.i4.397
Nakata, Y. (2010). Motivation and Experience in Foreign Language Learning. Peter Lang.
Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press.
Nishino, T. and Atkinson, D. (2015). Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37-54. https://doi.org/10.1016/j.jslw.2014.11.002
Ortega, L. (2009). Understanding Second Language Acquisition. Hodder Education.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Ruan, Y., Duan, X., & Du, X. (2015). Tasks and learner motivation in learning chinese as a foreign language. Language Culture and Curriculum, 28(2), 170-190. https://doi.org/10.1080/07908318.2015.1032303
Samifanni, F. (2020). The fluency way: a functional method for oral communication. English Language Teaching, 13(3), 100. https://doi.org/10.5539/elt.v13n3p100
Sholeh, M. (2022). Implementation of task-based learning in teaching english in indonesia: benefits and problems. Ijet (Indonesian Journal of English Teaching), 11(1), 88-99. https://doi.org/10.15642/ijet2.2022.11.1.88-99
Tahir, A. (2024). Factors affecting second language comprehension ability in children: a systematic review. International Journal of Research on English Teaching and Applied Linguistics, 4(2), 1-12. https://doi.org/10.30863/ijretal.v4i2.5074
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wang, C. (2023). Interaction between csl students’ motivation and anxiety under different l2 writing tasks: evidence from vietnamese university students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1230498
Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford University Press.
Yildiz, Y. (2020). Task-Based language teaching: An approach in the spotlight to propel language learning forward. International Journal of Social Sciences & Educational Studies, 7(1), 72-77. https://doi.org/10.23918/ijsses.v7i1p72
Copyright (c) 2024 Lusy Angraeni, Rosmiaty Rosmiaty, Chuzaimah Chuzaimah, Yuriatson Yuriatson, Sitti Rahmani Nur
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Tamaddun journal agree to the following terms:
1. Authors retain the copyright and grant Tamaddun the right of first publication. The work will be licensed under a Creative Commons Attribution License (CC BY 4.0), which permits others to share the work with proper acknowledgment of the authorship and initial publication in this journal.
2. Authors may enter into additional non-exclusive agreements for the distribution of the published version of their work (e.g., posting it to an institutional repository or including it in a book), provided that the initial publication in this journal is acknowledged.
3. Authors are encouraged to post their work online (e.g., in institutional repositories or on their personal websites) before and during the submission process. This can lead to productive exchanges and increase the visibility and citation of the published work.
