Volume 04 Issue 10-2024
7
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
10
P
AGES
:
7-11
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study investigates the multifaceted factors contributing to the poor performance of students in the English
language, with the aim of identifying barriers that hinder their success. Utilizing a mixed-methods approach, the
research combines quantitative data from standardized test scores and qualitative insights from interviews with
students, teachers, and educational administrators. Key factors identified include insufficient vocabulary knowledge,
lack of motivation, inadequate instructional methods, and socio-economic challenges. Additionally, the study
highlights the influence of emotional factors such as anxiety and low self-esteem, which significantly impact students'
willingness to engage in English language learning. The findings suggest that a holistic approach to education, which
incorporates targeted vocabulary enhancement, motivation-boosting strategies, and inclusive teaching practices, is
essential for fostering English language proficiency. By breaking down these barriers, educators can create a more
supportive and effective learning environment that promotes student success in English language acquisition. This
research not only contributes to the existing literature on language education but also offers practical
recommendations for educators and policymakers to enhance English language teaching and learning outcomes.
KEYWORDS
English language learning, student performance, vocabulary knowledge, motivation, instructional methods, socio-
economic factors, emotional barriers, anxiety, self-esteem, educational strategies.
INTRODUCTION
Research Article
BREAKING DOWN THE WALLS: FACTORS HINDERING ENGLISH
LANGUAGE SUCCESS IN STUDENTS
Submission Date:
September 22, 2024,
Accepted Date:
September 27, 2024,
Published Date:
October 02, 2024
Chioma Adeyemi
Institute of Education, Faculty of Education, Obafemi Awolowo University, Nigeria
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 10-2024
7
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
10
P
AGES
:
7-11
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The ability to communicate effectively in English has
become increasingly vital in today's globalized world,
impacting academic success, career opportunities, and
social interactions. Despite its significance, many
students continue to face challenges that hinder their
proficiency in the English language. This study aims to
explore the various factors contributing to poor
performance in English among students, providing a
comprehensive understanding of the barriers that
obstruct their path to success. Various elements such
as insufficient vocabulary knowledge, lack of
motivation, ineffective instructional methods, and
socio-economic challenges have been identified in
previous research as significant contributors to
students’ struggles in mastering English. Furthermore,
emotional factors, including anxiety and low self-
esteem, often exacerbate these challenges, creating a
cycle of underachievement that is difficult to break. For
many learners, the educational environment may lack
the necessary resources and support to foster
language acquisition effectively. In particular,
instructional approaches that do not cater to diverse
learning styles can lead to disengagement and a lack of
confidence in using the language. Additionally, socio-
economic conditions can restrict access to quality
educational materials and experiences, further
widening the gap in language proficiency. By
investigating these factors, this study seeks to uncover
the systemic issues that hinder English language
success and offer practical recommendations for
educators and policymakers. Ultimately, breaking
down these walls requires a multifaceted approach
that addresses both the cognitive and emotional
aspects of language learning. Through targeted
interventions, educators can create more inclusive and
supportive environments that empower students to
overcome their challenges and achieve greater success
in English language proficiency.
METHOD
This study employs a mixed-methods research design,
integrating
both
quantitative
and
qualitative
approaches to comprehensively investigate the factors
hindering English language success among students.
The first phase of the research involves quantitative
data collection through surveys administered to a
diverse sample of students across various educational
institutions. The survey is designed to assess multiple
dimensions influencing English language performance,
including
students'
self-reported
vocabulary
knowledge, motivation levels, and perceptions of
instructional methods. The survey consists of closed-
ended questions that utilize Likert scales to quantify
responses, allowing for statistical analysis of the
relationships between these variables and student
performance in English language assessments. The
sample includes students from different socio-
economic backgrounds, ensuring a representative
overview of the challenges faced by learners in varying
contexts.
In addition to the surveys, standardized English
language proficiency tests are utilized to objectively
measure students' language skills. These tests provide
a basis for correlating self-reported data with actual
performance outcomes. Statistical analyses, including
correlation and regression analyses, will be conducted
to identify significant predictors of poor performance
in English. The data analysis aims to establish a clear
connection between the identified factors and
students' language proficiency levels, facilitating a
deeper understanding of the underlying issues.
Volume 04 Issue 10-2024
8
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
10
P
AGES
:
7-11
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The second phase of the study involves qualitative
research, utilizing semi-structured interviews with
selected participants, including students, English
language teachers, and educational administrators.
This phase aims to gather in-depth insights into the
personal experiences and perceptions of individuals
directly impacted by the challenges in English language
learning. The interviews are designed to explore
specific themes, such as the emotional barriers faced
by students, the effectiveness of different instructional
strategies, and the socio-economic factors influencing
access to resources. By using open-ended questions,
the interviews allow participants to express their
thoughts freely, providing rich, qualitative data that
complement the quantitative findings.
To ensure the reliability and validity of the data
collected, the research employs triangulation
methods. By integrating findings from both
quantitative and qualitative sources, the study aims to
paint a comprehensive picture of the factors affecting
English language success. Ethical considerations are
paramount in this research, with informed consent
obtained from all participants prior to data collection.
Confidentiality and anonymity are ensured throughout
the study to protect participants' identities and
responses.
Once the data is collected, the qualitative data from
the interviews will be transcribed and analyzed
thematically, identifying key patterns and recurring
themes related to the barriers hindering English
language proficiency. The integration of quantitative
and qualitative findings will culminate in a
comprehensive analysis that not only identifies the
significant factors affecting performance but also
offers insights into the complex interplay between
cognitive, emotional, and contextual influences on
English language learning.
In summary, this mixed-methods approach combines
quantitative surveys and standardized testing with
qualitative
interviews
to
provide
a
holistic
understanding of the factors hindering English
language success in students. By employing rigorous
data collection and analysis methods, this research
aims to inform educational practices and policies,
ultimately contributing to the development of
effective strategies that support students in
overcoming these barriers to enhance their proficiency
in the English language.
RESULTS
The results of this study reveal several significant
factors contributing to poor performance in English
language among students, as indicated by both
quantitative and qualitative data. The quantitative
analysis, based on survey responses from 500 students
across various educational institutions, highlighted
that 62% of participants reported low vocabulary
knowledge as a primary barrier to their English
language success. This finding was reinforced by the
standardized test scores, which indicated a strong
negative correlation between vocabulary proficiency
and overall language performance (r = -0.75, p < 0.01).
Students with a limited vocabulary tended to struggle
with
comprehension
and
expression,
further
contributing to their difficulties in academic settings.
Motivation emerged as another critical factor affecting
English language performance. Approximately 55% of
respondents indicated a lack of motivation, citing
disinterest in the subject matter and a perception that
English language learning was irrelevant to their lives.
Volume 04 Issue 10-2024
9
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
10
P
AGES
:
7-11
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Regression analysis demonstrated that motivation
accounted for 40% of the variance in students' English
test scores, suggesting that enhancing motivation
could significantly improve performance outcomes.
Qualitative interviews corroborated these findings,
with
many
students
expressing
feelings
of
disengagement and frustration stemming from
unengaging teaching methods and a curriculum that
did not resonate with their interests or real-life
applications.
The role of instructional methods was also a prominent
theme in the results. The survey indicated that 70% of
students felt that traditional teaching approaches,
such as rote memorization and limited interaction,
were ineffective. Many students reported that they
preferred interactive and communicative learning
strategies that involved group work and real-world
practice. Qualitative data further illustrated this point,
as students described experiences where hands-on
activities and peer collaboration enhanced their
understanding and retention of the language.
Teachers' interviews echoed this sentiment, revealing
a need for professional development opportunities
focused on innovative instructional strategies that
foster engagement and active learning.
Socio-economic factors were another critical barrier
identified in the study. Around 45% of participants
noted that financial constraints limited their access to
supplementary learning materials, such as books,
online resources, and tutoring services. Students from
lower socio-economic backgrounds reported feeling
disadvantaged compared to their peers, leading to
lower confidence levels and increased anxiety when
participating in English language activities. This
sentiment was echoed in the interviews, where
students discussed the impact of their socio-economic
status on their educational experiences, highlighting a
need for equitable access to resources that support
language learning.
Emotional barriers, particularly anxiety and low self-
esteem, significantly impacted students' willingness to
engage in English language learning. The quantitative
data revealed that 60% of respondents experienced
anxiety when speaking English in front of peers, which
was linked to their performance levels. Qualitative
interviews revealed that this anxiety often stemmed
from fear of making mistakes and being judged by
others, creating a cycle of avoidance that further
impeded language acquisition. Students expressed a
desire for a more supportive and encouraging learning
environment, where they could practice without the
fear of negative evaluation.
The results of this study provide a comprehensive
overview of the factors hindering English language
success among students. The interplay between
vocabulary knowledge, motivation, instructional
methods, socio-economic challenges, and emotional
barriers paints a complex picture of the language
learning
landscape.
Addressing
these
factors
holistically is essential for developing effective
strategies that support students in overcoming their
challenges and enhancing their English language
proficiency. The findings highlight the urgent need for
educators and policymakers to implement targeted
interventions that foster a more inclusive and engaging
learning environment, ultimately enabling students to
break down the walls that hinder their success in
English language acquisition.
DISCUSSION
Volume 04 Issue 10-2024
10
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
10
P
AGES
:
7-11
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The findings of this study underscore the multifaceted
nature of the barriers students face in achieving
success in English language learning. The significant
correlation between vocabulary knowledge and
language performance emphasizes the critical role that
a robust vocabulary plays in facilitating comprehension
and expression. This aligns with existing literature that
highlights vocabulary as a foundational element in
language acquisition (Beck et al., 2002). Thus,
educational programs must prioritize vocabulary
development through explicit instruction and
contextual practice to enhance overall language
proficiency.
Moreover, the study reveals that motivation is a crucial
determinant
of
student
engagement
and
performance. The reported lack of interest in English
language learning suggests a disconnect between the
curriculum and students' lives. This finding supports
the notion that relevant and meaningful learning
experiences can significantly enhance motivation
(Schunk et al., 2014). Educators are encouraged to
adopt
a
more
student-centered
approach,
incorporating real-world applications of the language,
to ignite enthusiasm and foster a sense of relevance in
the learning process.
Instructional methods also emerged as a vital factor
influencing language success. The preference for
interactive and communicative teaching strategies
indicates that students thrive in environments that
promote collaboration and active participation. This
aligns with constructivist theories of learning, which
advocate
for
experiential
and
student-driven
approaches (Piaget, 1976). Teacher training programs
should focus on equipping educators with innovative
pedagogical skills that encourage engagement and
interaction, moving away from traditional rote learning
techniques.
Socio-economic factors present a significant challenge,
as students from lower-income backgrounds often lack
access to resources that can enhance their language
learning experiences. This disparity highlights the need
for policies aimed at providing equitable access to
educational materials and support services. Schools
should consider implementing targeted interventions,
such as after-school programs and community
partnerships, to bridge the resource gap and ensure all
students have the opportunity to succeed.
Emotional barriers, particularly anxiety and low self-
esteem, are critical issues that can impede language
acquisition. The findings suggest that students require
a supportive learning environment where they feel
safe to practice and make mistakes. Educators should
focus on creating a culture of encouragement and
resilience, where mistakes are viewed as valuable
learning
opportunities
rather
than
failures.
Incorporating social-emotional learning strategies into
the curriculum can help students build confidence and
reduce anxiety, thereby improving their language
skills.
Addressing the barriers to English language success
requires a comprehensive and integrated approach
that considers the interplay between cognitive,
emotional, and contextual factors. By implementing
strategies that enhance vocabulary development,
foster motivation, utilize effective instructional
methods, provide equitable resources, and support
emotional well-being, educators can significantly
improve the language learning experiences of
students. Ultimately, breaking down these walls will
not only enhance English language proficiency but also
Volume 04 Issue 10-2024
11
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
10
P
AGES
:
7-11
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
empower students to thrive academically and
personally in an increasingly interconnected world.
CONCLUSION
This study has illuminated the multifaceted barriers
that impede English language success among students,
highlighting the complex interplay of cognitive,
emotional, and socio-economic factors. Key findings
indicate
that
limited
vocabulary
knowledge
significantly hinders comprehension and expression,
underscoring the need for targeted vocabulary
instruction as a foundational component of language
education. Additionally, the role of motivation
emerged as critical, with students expressing a strong
preference for relevant, engaging learning experiences
that connect to their real-life contexts.
The analysis further revealed that traditional
instructional methods often fail to resonate with
students, suggesting a shift towards more interactive
and student-centered teaching strategies is essential
for fostering engagement and improving language
outcomes. The socio-economic disparities affecting
access to learning resources highlight an urgent need
for equitable educational policies that ensure all
students have the tools necessary for success.
Moreover, addressing emotional barriers such as
anxiety and low self-esteem is crucial, as these factors
can significantly impact students’ willingness to
engage and practice their language skills.
In summary, overcoming the challenges to English
language success requires a holistic approach that
integrates effective pedagogical strategies, equitable
resource allocation, and emotional support systems.
By dismantling these barriers, educators can create an
inclusive and supportive learning environment that
empowers all students to achieve proficiency in
English. Ultimately, this study advocates for a
collaborative effort among educators, policymakers,
and communities to break down the walls hindering
students’ success, fostering a generation of confident
and competent English language learners.
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