JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-2_June-2025
86
86
PROBLEMS FACED IN TEACHING ENGLISH IN SECONDARY
SCHOOLS AND EFFECTIVE SOLUTIONS
Bayjanov Saparniyaz
1
st
year student of Nukus state pedagogical institute
named after Ajiniyaz
Urazmatova Manzura
1
st
year student of Nukus state pedagogical institute
named after Ajiniyaz
Annotation
: This paper explores the multifaceted challenges faced by English
language teachers in secondary education and offers practical strategies to overcome
them. It starts by emphasizing the growing importance of English as a global lingua
franca and highlights the early integration of foreign language instruction in developed
countries. The paper then outlines three major categories of problems: inadequate
teaching materials, ineffective curriculum design, and limited technological resources.
Each issue is discussed in depth, supported by real-life examples and comparative
insights, such as referencing the educational framework of the Netherlands. The second
part presents innovative teaching methods and student-centered strategies, including
techniques for tense instruction and vocabulary acquisition. These are designed to
enhance both comprehension and retention. The work concludes by reiterating the vital
role of educators and parents in fostering language learning and promoting educational
advancement. Overall, the referat balances theoretical observations with actionable
classroom solutions.
Key words
: English teaching problems, solutions, methods
In today’s interconnected world, the acquisition of foreign languages—
particularly English—has become increasingly important. With around 360 million
native speakers and usage in over 118 countries, English holds a dominant place in
international communication, education, and professional sectors. As a result, many
countries now incorporate foreign language instruction from the early stages of
education. In highly developed nations, this has yielded substantial benefits in both
cultural and economic spheres.
Despite these global trends, the process of learning a second language—especially
for young learners—is far from straightforward. English teachers often face various
hurdles that require not only linguistic knowledge but also a strong pedagogical
foundation and adaptability. In the context of secondary education, several systemic
and classroom-level problems persist that hinder the effectiveness of English
instruction.
JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-2_June-2025
87
87
1. Inadequate Teaching Materials
One of the most common challenges involves the teaching materials provided to
students. Although efforts have been made to modernize content—such as the recent
revision of the "Student’s Book" in cooperation with Cambridge University Press—the
supporting "Workbook" remains outdated. Its lack of color is particularly problematic
for visual exercises that rely on color-coding or identification. Students are often asked
to complete tasks that involve choosing or naming colors, which becomes difficult and
demotivating without visual aids. This leads to hesitancy and incomplete or incorrect
responses, negatively impacting both comprehension and classroom engagement.
2. Unstructured and Developmentally Inappropriate Content
Another major concern lies in the organization of the curriculum. Some units
include complex grammar or reading tasks that are not suitable for the students’
developmental stage. For example, translating lengthy texts and answering advanced
comprehension questions is often overwhelming for early learners, who are still
adapting to the structure of school itself. Instead, lessons should focus on simple,
everyday vocabulary related to topics familiar to students—such as their home life,
family, or school. Overly complicated grammar and stories not only reduce motivation
but also hinder long-term language acquisition. To overcome this, teachers must be
equipped with both professional training and an understanding of age-appropriate
instruction methods.
3. Limited Access to Technological Resources
Modern teaching is increasingly dependent on multimedia tools to facilitate
dynamic learning. Tools such as projectors, audio equipment, laptops, and interactive
whiteboards significantly enhance the language learning process by catering to
different learning styles—especially auditory and visual. Unfortunately, many schools
still lack access to such equipment. In these environments, instruction often reverts to
rote memorization of grammar rules and vocabulary, which can be monotonous and
ineffective. In contrast, incorporating videos, recordings, and digital presentations can
significantly increase students' engagement and retention. For instance, watching a
short dialogue in English provides not only vocabulary exposure but also cultural
context and pronunciation models (Modern problems of science, society and education.
2022. 1:71).
Countries like the Netherlands provide a valuable benchmark in this regard.
There, all levels of education are accessible without tuition fees, and schools are well-
resourced. Teachers enjoy competitive salaries and ongoing professional development,
which contribute to higher educational outcomes. While our country is still in a
transitional phase, positive developments are underway. Many teachers have
completed university degrees and training workshops, and are now applying innovative
pedagogical strategies to overcome classroom difficulties.
JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-2_June-2025
88
88
Innovative Solutions and Teaching Strategies
Addressing these challenges requires not only structural changes but also creative
and student-friendly classroom methods. Below are two practical techniques currently
applied by educators to improve language acquisition:
1. Teaching Basic Tenses with Practical Examples
Understanding verb tenses—such as the Present Simple, Past Simple, and Future
Simple—is often difficult for students. Many struggle with auxiliary verbs or confuse
tenses entirely. Instead of starting with complex grammatical explanations, students
should first become familiar with the core meaning and structure of each tense through
relatable examples.
Past Simple: "I played football." → This can be varied: "She cooked a meal."
Present Simple: "I play football." → Students can adapt it: "He watches TV."
Future Simple: "I will play football." → Becomes: "We will do our homework."
By practicing these models and modifying subjects and objects, students can
internalize grammatical structures more intuitively. Once these patterns are familiar,
teachers can introduce additional concepts like time markers (e.g., yesterday, usually,
tomorrow) and negative or interrogative forms.
2. Enhancing Vocabulary Through Cultural and Visual Associations
Vocabulary retention poses another significant challenge. However, connecting
English words with culturally familiar terms or imagery can make learning more
effective and enjoyable.
Man – erkak: Linked with the MAN truck brand, often driven by men.
Tomato – pomidor: “Tomat” is a commonly used term in Uzbek cooking.
Hot Dog – kuchuk (dog): The shape resembles the animal
Lunch – tushlik: "Hot lunch" reinforces both meaning and usage.
Further, students benefit from recognizing words that sound or appear similar in
English and Uzbek:
Kangaroo – kengru
Pizza – pitsa
Actor – aktyor
Phone – telefon
These strategies not only enhance memory but also reduce the psychological
distance between the native and target languages, fostering confidence and curiosity in
learners.
Conclusion:
Teaching English in secondary schools presents a range of
JOURNAL OF NEW CENTURY INNOVATIONS
Volume–78_Issue-2_June-2025
89
89
challenges, from outdated materials and insufficient technological resources to
curriculum misalignment. However, with the right methods and resources, these
obstacles can be successfully addressed. Teachers play an essential role in adapting
instruction to meet students' needs, and ongoing support from both educational
authorities and parents is vital.
As the proverb goes, “Where there’s a will, there’s a way.” By applying
thoughtful strategies and prioritizing learner engagement, the quality of English
education can continue to improve, ultimately empowering students to thrive in a
globalized world.
References:
1. Modern Problems of Science, Society and Education. (2022). Teaching foreign
languages in secondary education: Current challenges and innovative solutions, 1, 71.
2. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.).
Pearson Education Limited.
3. Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to
Language Pedagogy (2nd ed.). Longman.
4. Ur, P. (2012). A Course in English Language Teaching. Cambridge University
Press.
5. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language
Teaching (3rd ed.). Cambridge University Press.
6. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge
University Press.
7. Government of the Netherlands. (2020). Education in the Netherlands: Facts
and Figures. Retrieved from https://www.government.nl/topics/education
8. Cambridge University Press & Uzbek Ministry of Public Education. (2021).
Student’s Book and Workbook for English Language Instruction (Grades 1–4).
Ministry of Public Education, Uzbekistan.
