International Journal of Social Science and Humanity, Vol. 8, No.

12, December 2018

Problems and Obstacles in Learning English as a Foreign

Language
Choosri Banditvilai and Robert Cullen

competency in the language. It is recognized that the non-

Abstract— The purpose of this study is to identify the main English major students are generally less competent in
problems and difficulties of non-English major students at English than English major students and that they face
Kasetsart University, Kamphaeng Saen Campus, and to make different issues in studying EFLrelating to study background.
subsequent recommendations. The approach has been to
provide a questionnaire to 520 students from a broad range of Literature Review
disciplines at Kasetsart University to gain details of their main There is a wide range of literature focusing on issues
difficulties in learning English. The findings indicate that, relating to current problems faced by Thai EFL students. For
writing was generally thought to the biggest problem area the purposes of this review, they have been divided into three
followed by listening. Results also indicate that the great categories following Jindathai [1] who attempts to identify
majority of students do not study or practice English on a daily and find solutions to Thai students‟ English learning
basis. This study concludes with recommendations for difficulties. The study identifies three main areas which need
‘Writing’ courses, focusing on basic grammar structures to be
attention as: (1) management by teachers; (2) exposure to real
introduced and for a comprehensive ‘Listening’ course to be
English speaking situations; and (3) the individual personality
added to the curriculum. The question of student motivation is
of the student.
considered as pivotal in this discussion and the study ends with
a call for further research to be conducted in this field. A. Management by Teachers
According to Kaewdang [2], the Thai educational system
Index Terms—Problems, English as a foreign language, has long emphasized a “chalk and talk” pedagogy, with an
English competence, motivation. emphasis on rote learning that places an importance on
teacher centered classroom instructions. These traditional
teaching approaches directly influence the learning styles of
I. INTRODUCTION the students. Under this system students easily get used to
English has long been recognized as a global language of the idea of being passive learners prepared to be receivers
importance and has been studied as a second language in rather than discoverers of knowledge.
Thailand for over a hundred years. King Rama IV himself Teaching methods in Thailand are also considered to be a
studied and was able to speak it competently. More recently significant obstacle to students‟ development [3]. She claims
its value and prominence has increased to a far greater degree that Thai teachers continue to follow a teacher-centered
due to globalization. Schools and universities across the method of teaching with a heavy emphasis on grammar over
country have outlaid huge resources in developing English speaking practice. A particular concern for university
courses and programs. students is emphasized by Pawapatcharaudom[4] who shows
Despite the great effort spent in developing a general that the learning styles between high school and university
competency in English among Thai students over recent are very different. Whereas in high school students are
years the results have been mixed. A 2015 worldwide ranking encouraged to learn passively this doesn‟t prepare them for
of EFLproficiency undertaken by Education First (EF), placed the active participation which will be demanded of them in
Thailand at number 62 out of 70. Other countries in the region university. Consequently, this leads to confusion and stress
rated were: Singapore 12, Malaysia 14, Vietnam 29, Indonesia which adds to the students‟ learning problems.
32 and Cambodia 69. Clearly Thailand is lagging behind in its Sawir [5] considers the cultural learning differences
EFL proficiency. between Asian and Western teaching styles in the Australian
All university students in Thailand are required to context. She highlights how Asian students have ingrained
undertake a foundation EFLcourse in order to provide a basic learning difficulties relating to a previous teacher centered
learning culture. She shows how there is a clear need to
Manuscript received September 8, 2018; revised November 12, 2018. improve teaching practices in their home countries.
This work has been funded by the department of English, Faculty of Miao [6] also highlights the culturally related question of
Liberal Arts and Science, Kasetsart University, Kamphaeng Saen how Thai students tend to relate submissively to their foreign
Campus. English teachers which can create a lack of clear
Choosri Banditvilai and Robert Cullen are with the Department of understanding in learning situation.
English, Faculty of Liberal Arts and Science, Kasetsart University,
Similar views are expressed by Somdee [7]. Their initial
Kamphaeng Saen Campus, Nakhon Pathom 73140, Thailand (e-mail:
cbanditvtlai@yahoo.com, Cullen.bob@gmail.com) findings affirmthe idea that a big obstacle to learning English
was that students found the traditional methods of study
doi: 10.18178/ijssh.2018.8.12.977
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 International Journal of Social Science and Humanity, Vol. 8, No. 12, December 2018

boring. For these reasons, they have developed a technology who shows how Thai students faced particular difficulties
based learning method designed to enhance students‟ related to socio-cultural factors peculiar to Thailand which
interest and the learning experience. In this program students inhibited their oral communication skills. She claims that these
are required to develop a story telling technique which makes factors of constraint are a result of Thailand never having
use of windows movie maker. This use of technology has been colonized, resulting in psychological attitudes of anxiet y,
been found to increase the students‟ interest in the learning uneasiness, frustration, self-doubt, apprehension, fear of
process encouraging them to become more active and self- mistakes, shyness, lack of confidence and motivation. If her
motivated. Recommendations made for teachers as a result findings are correct this may have wide ranging implications
of this experience are that every effort should be made to for developing positive psychological approaches to study
increase the use of web-based computer technology to methods for Thai foreign language students.
enhance the students‟ learning experience.
Teaching methods have also been discussed by Scott [8] C. Exposure to Speaking Situations
who identifies the idea that study techniques have Numerous researchers have identified the need for
traditionally emphasized memorization of grammar rules to the students to have a greater opportunity to practice speaking in
detriment of the spoken word. class and in real life situations.
In addition, Kamprated [9] describes how students suffer The need to adopt maximum speech time in learning
from anxiety due to the fear of making mistakes and being situations has been identified by Scott [8]. He finds that
laughed at by their peers or receiving negative feedback from pronunciation is a big issue owing to a number of the English
the teacher. This in turn has a negative impact preventing sounds not being found in Thai. Secondly grammar is a
them from openly taking part in speaking practice. difficulty as English has a very different grammar structure to
Saengpakdeejit [10] raises the issue of the importance of Thai. He suggests that these difficulties can best be overcome
vocabulary learning in language acquisition. He shows how by increasing speaking practice. This point is also made by
developing vocabulary is crucial to understanding and calls Somdee [7] who describe how students lack the confidence to
for teachers to focus more on this issue in classroom speak in class and the opportunity to speak regularly with
situations. foreigners. These two factors of speaking skills and
The need for a higher proficiency among English language motivation are key ideas discussed by Ali [15]. In his study he
teachers is also recognized by Khunsamrong [11] as an shows again that Thai students‟ biggest obstacles lie in
important factor relating to students‟ progress. On a positive overcoming problems relating to speaking skills. He focuses
note, Noom-ura [12] has described how teachers showed on the difficulty of pronunciation which Thai s tudents face as
openness to possibilities of developing their careers through English demands pronunciation of certain sounds that Thai
teacher training programs that would improve their teaching doesn‟t use. He also finds that Thai students lack motivation
proficiency. in learning English as they find the subject matter boring and
B. Individual Personality it has little use in their daily lives.
Cubalit [16] describes how university students in Thailand
Personal skills and needs are commonly seen to impact on
have very little opportunity to practice spoken English
students‟ abilities and capacities to study. In regard to this,
resulting in very poor listening and speaking skills. He calls
Pawapatcharaudom [4] makes some important observations. for teachers to enhance listening skills practice to assist their
Her studies show that writing skills, particularly when under students in developing their listening skills.
time pressure are seen as being the biggest obstacle faced by The requirements of first year English major and non-
students. An interesting observation made here is that she English major university students have been highlighted by
claims many students prefer to write in Thai and then translate Khunsamrong [11] who emphasizes the need for students to
into English. Such practices are sure to present obstacles to have the opportunity to practice with native speakers.
natural fluency. To help overcome problems associated with Noom-ura [12] has also shown how high school teachers
writing particularly grammar difficulties. Peer feedback and generally consider that students should seek more
advises continued ongoing monitoring of students‟ opportunities to practice the language and develop their
individual needs [4]. confidence levels. It was a lack of students‟ opportunities to
Watcharapunyawong and Usaha [13] also highlight the use English, along with a limited background in the language
problem of Thai university students applying Thai grammar that were seen as the greatest inhibiting factors towards
and modes of writing when composing essays in English. It is students‟ learning.
seen as important here for students to overcome the strong The conclusion of the study by Jindathai [1] was that, in
tendency to relate to their first language while writing in a order to increase students‟ exposure to real speaking
second one. situations and thereby increase their confidence, trips should
In the same way, Khan, & Khan [14] also address the be arranged to visit tourist areas and interviews should be
problem of EFL students unconsciously using their first arranged with tourists. Another recommendation was that
language. Learners can easily get into the habit of using their English camps should be organized to provide a supportive
mother tongue, and in this way they face further obstacles in atmosphere whereby students could be encouraged to speak
learning English. without fear of making mistakes. Jindathai [1] also
This idea of personal needs has been linked in part to recommends that students travel abroad to other ASEAN
contributing cultural factors. This is described by Yusica [3] countries to study in language schools. As for changes to

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 International Journal of Social Science and Humanity, Vol. 8, No. 12, December 2018

classroom teaching he advises activities such as storytelling the experiment. Students were asked for their opinions on
and role-plays to enact real life situations and increase problems and obstacles in learning English in terms of
students‟ confidence. motivation, opportunity and attitude. The interviews were
Clearly the opportunity to practice with native speakers recorded, transcribed and coded with similar themes
would be motivational. It should be emphasized that this categorized.
needs to be done on a regular basis and in a structured way Examples of research questions and instruments
that would reinforce lessons previously covered in class. In
this way students would develop more complete language
skills giving a practical aspect to lessons previously studied. TABLE I: EXAMPLES OF RESEARCH QUESTIONS AND INSTRUMENTS
D. Summary Questions Instruments
1. What are the problems and obstacles faced Questionnaire
The various studies outlined above have contributed a
by the first year non English major students
number of useful considerations to the discussion relating to in learning English?
problems faced by Thai EFLstudents. The problems identified 2. What are the factors affecting the students‟ Semi structured
are of various types, from pronunciation and speaking skills, listening, speaking, reading and writing? interview
to grammar, writing capabilities, socio-cultural issues,
Table I provides some examples of the research questions
teaching methods and opportunities to practice in real life.
and instruments used in this study.
Most of these studies have focused on specific groups of
students in certain study situations. It can be expected C. Data Analysis
therefore that conclusions would differ to a certain extent.
The researcher analyzed the data by using a program called
Perhaps an area of attention that has been underplayed in Statistical Package for Social Science (SPSS). Also the means
these studies is that of student motivation. When we begin to (M), and standard deviation (SD) were the basic descriptive
understand what really motivates students to succeed and statistical analysis to describe the outcome of students‟
performto their highest ability, then we will be in a position to problems and obstacles in the four language skills.
approach the issues of particular language skills and needs on
a more secure footing. It is our hope in this study of the needs TABLE II: NUMBER AND PERCENTAGE OF PARTICIPANTS
of English non-major students at Kasetsart University to Faculty Number of students Percentage
identify their particular needs and motivations and to make Arts and Science 194 37.3
recommendations concerning them. Fishery 34 6.5
Sports Science 56 10.8
Engineering 165 31.7
Agriculture 71 13.7
II. PROCESS
Total 520 100.0
This section will include details on the participants, being
students at Kasetsart University; the instruments, being a
Table II shows that the majority of students who
questionnaire and follow-up interviews; the method of data
participated in this study were from two faculties. Firstly, the
analysis; and the findings.
Faculty of Liberal Arts and Science. Secondly, the Faculty of
A. Participants Engineering. The remaining students were from three other
The participants consisted of 520 first year non English faculties at the university, namely the Faculties of Agriculture,
major students including 292 females and 228 males. They Sports Science and Fishery.
were from the faculties of Liberal Arts and Science, Fishery,
TABLE III: NUMBER OF YEARS SPENT LEARNING ENGLISH
Sports Science, Engineering and Agriculture at Kasetsart
Number of years Number of students Percentage
University, Kamphaeng Saen campus. The participants were
11 years 29 5.6
selected through simple random sampling. The recruited
12 years 60 11.5
participants formally indicated their consent to participate as
13 years 86 16.5
respondents in this study. All students were also informed
14 years 232 44.6
that their identity would be kept anonymous. 15 years 55 10.6
B. Instruments 16 years 42 8.1
17 years 8 1.5
This study used a questionnaire to survey problems and
18 years 4 0.8
obstacles found by the first year non English major students
Others 4 0.8
who studied Foundation English 1 at Kasetsart University,
Total 520 100
Kamphaeng Saen Campus. The questionnaire was divided
into 2 parts. The first part was general questions about the
Table III indicates that all of the students in the survey had
participants‟ English language skills and background. The
studied English for a minimumof 11 years, while
second part was an assessment of the participants‟ difficulties
approximately two-thirds of the students had studied a
in the four language skills based on a five-point Likert scales.
minimum of fourteen years.
To provide further support, 50 students from 5 faculties were
randomly selected for a semi-structured interview at the end of

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TABLE IV: AMOUNT OF ENGLISH SPOKEN

Frequency Number of students Percentage Have only Writing
a small vocabulary
520 1 5 3.86 .878

None 116 Not sure of the grammar 520 0 5 3.99 .837

22.3
Always think in Thai first and
Daily 90 17.3 520 1 5 3.82 .832
then translate into English
Once a week 210 40.4 Cannot write sentences
Once a month 51 9.8 520 1 5 3.79 .834
10.2 grammatically
Other 53 Do not know sentence
Total 520 100 520 0 5 3.62 .872
structure

Table IV reveals the largest amount of the students at

Table VI shows that over the four language skills, students
40.4% spoke English once a week, 22.3%, had no chance at all
to speak English, 17.3% spoke English daily, 9.8% once a generally felt their greatest problems were related to writing
month and others 10.2%. and then listening. Speaking was felt to be less of a problem
and reading least of all. The main difficulty perceived in
TABLE V: KEY DIFFICULTIES LEARNING ENGLISH ACCORDING TO writing was that students were unsure of grammar structures.
GENDER This is followed having a small vocabulary, thinking first in
Pronunciatio Spellin Other Thai before writing, being unable to compose a sentence, and
Gender Grammar Vocabulary Total
n g s
not knowing the structure of a sentence. Students indicated
Female 115 27 8 101 41 292
their particular listening difficulties were in catching the
Male 81 17 6 84 40 228
meanings of sentences in time and in differentiating between
Total 196 44 14 185 81 520
similar sounding words. Speaking skills were recorded third in
the order of difficulty. The students‟ main difficulty was the
Table V clearly shows that grammar and vocabulary were need to think in Thai first. This was followed by a fear of
the two greatest areas of difficulty for both male and female. making grammar mistakes, lacking vocabulary, and being shy
The male students listed vocabulary as slightly more difficult of making mispronunciations. For „reading skills‟ students
than grammar while with the female students it was first indicated that their biggest problem was having a small
grammar and then vocabulary. Significantly both groups vocabulary. This was followed by not understanding the
placed pronunciation higher than spelling in order of difficulty. structure and grammar. Next was the need to translate into
This would seem to indicate a need for greater exposure Thai first, grasping the meaning and failing to see the main
pronunciation practice. idea. The lack of reading strategies was seen as least
important. It is suggested here that reading is the most
TABLE VI: DESCRIPTIVE STATISTICS passive and least threatening of the four skills. It may be
No. Min. Max. Mean SD. therefore considered by the students to be the area of least
Listening difficulty.
Do not know the vocabulary 520 0 5 3.54 .834
III. DoCnot catch the meaning in
ONCLUSIONS 520 0 5 3.56 .880
time
Fromthe above findings, it
Do not understand the accent
can
520
be concluded
0 5
that
3.45
„writing‟
.915
was perceived to be the students‟ main problem due to a general
difficulty in get
Cannot understanding
the main ideathe complexities
520 0 of
5 the grammar.
3.25 .872
Cannot distinguish the sounds „Listening‟ was felt by the students to be second in order of
520 0 5 3.55 .911
of similar words difficulty. „Speaking‟ skills were considered to be third
Speaking overall. Students‟ main concern in this area was again one of
No vocabulary 520 0 5 3.55 .872 making grammar mistakes while pronunciation was not felt
Afraid of making grammar
520 0 5 3.73 .937 to be a
mistakes
major difficulty.
Need to think in Thai first 520 0 5 3.74 .983
Embarrassed to speak 520 0 5 3.40 1.039
„Reading‟ was seen to be the area of least concern by the
Afraid to mispronounce students. A lack of sufficient vocabulary was felt to be their
520 0 5 3.39 1.021
words biggest problemin this field while reading strategies were felt
Reading to be of least importance.
Lack of vocabulary causing 520 0 5 3.71 .908 The results of the semi-structured interview reveal that one
misunderstanding of the main problems in learning English is that the students
Must first translate into Thai 520 0 5 3.64 .899
lack opportunities to speak English in their daily life and
Do not have any strategies
520 1 5 3.32 .921 therefore motivation to learn.
for reading
Do not understand the Perhaps of most significance to this study has been the
520 1 5 3.65 .879 revelation that the great majority of students do not study or
grammar or structure
Cannot comprehend meaning practice English on a regular daily basis. A limitation of this
and main points of the 520 0 5 3.35 .874 study has been in the area of „motivation‟. It is recommended
passage that further research in this field be carried out.

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V. DISCUSSION AND RECOMMENDATIONS

In the area of writing a more thorough training in grammar is recommended. It is suggested here that as writing provides a more
permanent record of students‟ abilities, the fear of making a mistake may be heightened. Clearly students need more writing
grammar practice and tuition than they are currently receiving. It may seem surprising that „Listening‟ was considered to be a major
problem, given that listening to music was the preferred learning method of almost half of the participants. Listening to music,
however, may at best be viewed as being a passive study method whereby students enjoy the tunes and melodies rather than
concentrate seriously on the precise meaning of the lyrics. Another problemhere is that the lyrics of songs often don‟t follow the
usual pronunciation, vocabulary or grammar rules, making them misplaced in the normal spoken context. Meaningful listening
practice would have to include regular listening to audios of natural spoken voices in a variety of accents accompanied by
comprehension exercises of graded levels of difficulty. There may be a strong argument here for purely
„Listening‟ classes to be included in curriculums. This would be parallel to „Listening & Speaking‟ classes which focus on
conversation skills.
As for Students‟ lack of concern regarding pronunciation other authors have felt that pronunciation was an area of high concern due
to the numerous sounds in English which aren‟t so differentiated in Thai. It might also be argued that each nationality has its own
unique English accent and that the Thai accent should be seen in that context.
Accents aside it should also be recognized that there is a difference between a unique accent and poor pronunciation. Studies
have shown that people learn the basic sounds of a language easily in childhood but find them more difficult to learn as adults. This
may be an argument for native speakers to be involved in language teaching in schools from early nursery classes and up through
the early schooling years.
„Reading‟ was considered to be the area of least concern by the students This perhaps represents an understanding that it is felt
to be the least demanding in terms of output.
The perceived lack of vocabulary by the students provides a strong argument for reading practice that focuses on vocabulary to
be emphasized in any English learning program. This would lead to a natural and progressive development of a wide vocabulary.
Students‟ lack of regular daily practice suggests a serious motivation problem. This question of motivation may be considered in
a different category to other problems and obstacles as it does not relate to „ability‟ but to „desire‟. On this point three things may
be suggested. Firstly it may be argued that if the students have encouragement and recognition for their achievements they would
be more likely to push themselves to succeed. Secondly, students should be taught to set themselves personal goals in terms of how
far they wish to progress on a daily and weekly basis. Thirdly, it is becoming increasingly clearer that technological innovations in the
field of language acquisition are having and will continue to have a major impact on the ways in whichstudents are motivated.
The more educators can enhance the use of these resources in productive ways the more students will benefit by them.
A final recommendation arising from this study would be a call for realistic but consistent national goals, not based upon piling
more and more homework on students‟ already heavy workloads, but upon developing a sound and solid infrastructure based
upon a practical and realistic curriculum for all.