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STUDENTS' PERSPECTIVE ON THE OBSTACLES AND CHALLENGES IN TEACHING AND LEARNING ENGLISH TO NON-NATIVE SPEAKERS USING A QUANTITATIVE RESEARCH METHOD
Abstract: Language acquisition is not an easy process. Even though English is a language spoken by everyone, it is challenging to master all four skills. For non-native speakers like Myanmar students, learning English can be difficult and fraught with difficulties. For instance, there are not enough teaching and learning resources available, there are many students enrolled in a class, many of them speak their native language instead of English, they are not in an environment where English is spoken, they are less confident when speaking English, and the syllabus is incorrect. These are but a few illustrations. I sometimes impart English in Myanmar. I ran into a number of obstacles and impediments while learning and teaching English in Myanmar. It inspires me to perform in-depth research on the challenges teachers and students in Myanmar confront.
I used the quantitative research approach to determine the specific issues and impediments experienced in teaching and learning English. I created additional 15 questions for students to answer using Google Forms, and I conducted a poll of 100 students about their challenges learning English. After three months of waiting, I received 96 answers out of 100.
We could plainly observe what challenges and problems Myanmar students had during their learning and how they dealt with all of these concerns, as well as how they followed their professors' teaching approaches and sensible advice, based on the survey responses.
Then I summarized how we should apply the recommended techniques and implementations to overcome all of the challenges that we face when teaching and studying English.
Dr. Soe Thane Professional Doctorate in Teaching European International University France East Bridge College USA DOI: https://doi.org/10.5281/zenodo.7752511 Published Date: 20-March-2023