Identification of the Difficulties Faced by Teachers in Teaching English as a Second Language at Public Sector Schools
DOI:
https://doi.org/10.53103/cjlls.v5i6.238Keywords:
English as a Second Language (ESL), Teaching Challenges, Student Motivation, Limited Resources, Overcrowded ClassroomsAbstract
This study investigates the challenges faced by female teachers in teaching English as a second language (ESL) at public sector schools in Lahore, Pakistan, with a focus on elementary-level education. English, recognized as a global language critical for communication, education, and professional opportunities, poses unique difficulties when taught as a second language in non-native contexts. The research aims to identify specific barriers that hinder effective ESL instruction, particularly for female teachers in public schools. A descriptive survey method was employed, utilizing a questionnaire with 20 statements based on a 5-point Likert scale, administered to a convenience sample of 50 female English teachers from five government schools in Lahore. Data analysis involved calculating frequencies, percentages, and means to assess teachers’ perceptions of instructional challenges. Findings reveal multiple obstacles, including students’ lack of motivation, shyness, and fear of making mistakes, which impede active participation in English classes. Additional challenges include insufficient teaching resources, limited instructional time, overcrowded classrooms, and a non-conducive learning environment. Teachers reported that students with Urdu backgrounds struggle to adjust to English, often feeling confused or hesitant due to fear of inaccuracy, which negatively impacts their performance and achievement. The use of dual languages in instruction and a lack of refresher courses for teachers further exacerbate these issues. Moreover, defective textbooks and monotonous syllabi fail to engage students, contributing to low interest and ineffective learning outcomes. Despite these challenges, teachers acknowledge the importance of English as a medium of instruction for academic and professional success, yet they face significant burdens in fostering productive student engagement. The study highlights the need for systemic improvements, such as enhanced teacher training, updated curricula, and better resource allocation, to address these challenges. By identifying these difficulties, the research provides valuable insights for school administrators and policymakers to improve ESL instruction in public sector schools, ultimately enhancing students’ language acquisition and academic performance in a globalized world.
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