Teachers’ Perspective on the Obstacles and Challenges in Teaching and Learning English to Non-native Speakers using a Quantitative Research Method

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Teachers' Perspective on the Obstacles and Challenges in Teaching and Learning English to Non-native Speakers using a Quantitative Research Method

Abstract
Learning a language is no easy process. Although English is a worldwide language, mastering all four micro skills is difficult. There are several problems and stumbling
blocks to mastering English, particularly for non-native speakers such as Myanmar students. For example, insufficient teaching and learning materials, large numbers of
students in classes, utilizing their native language in spite of English, not being in an English-speaking setting, less confident in speaking English and using the incorrect
syllabus. These are only a few examples. I occasionally teach English in Myanmar. In both teaching and learning English in Myanmar, I encountered several hurdles and
barriers. It motivates me to conduct particular studies on the difficulties that students and instructors face in Myanmar. I used the quantitative research approach to determine the specific issues and
impediments experienced in teaching and learning English. I implemented Google Form to identify the most relevant 15 questions for instructors, which took about two months,
and I received 47 replies out of 50 surveys on obstacles in teaching English. Through the survey findings, we could clearly see what hurdles and obstacles Myanmar instructors had throughout their teaching and how they dealt with all of these concerns, as well as their dos and don'ts remarks and wise advise. Then I concluded by outlining how we should use the recommended strategies and implementations to
overcome all of the obstacles that we have when teaching and learning English

 

Dr. Soe Thane
Professional Doctorate in Teaching, European International University France, East Bridge College, USA

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