Challenges and Anxieties in English Language Learning: A Study of Urdu EFL Learners in Intermediate Level Pakistan

Abstract

This research aimed to explore the obstacles and anxieties faced by Urdu English as a Foreign Language (EFL) learners at the intermediate level in Pakistan. The study uncovered multiple challenges that hinder students' English language acquisition in a country like Pakistan. Students struggle due to limited availability of English language learning resources, including textbooks, internet access, and supplementary materials. This scarcity affects their ability to engage effectively with the language. Economic constraints, particularly poverty, further impede students' access to language classes and learning materials. Societal attitudes toward English proficiency also play a crucial role, as negative perceptions and discouragement from peers and family members reduce motivation and confidence. Additionally, the influence of Urdu, Pakistan’s primary language, leads to errors in pronunciation, grammar, and overall language use, causing interference in English learning. Theoretical syllabi, incompetent teachers, poorly equipped institutions, and the absence of audio-visual aids further diminish the learning experience. These factors create an environment that is not conducive to language acquisition. Moreover, students experience significant anxieties, including shyness, lack of confidence, fear of making mistakes, and concerns about being mocked or judged. Strict and harsh teacher behavior further discourages students from speaking English. The study covered three districts of Punjab (Pakpattan, Bahawalnagar, and Okara), with findings applicable nationwide. Addressing these issues by improving resource availability, mitigating socio-economic disparities, fostering positive attitudes, enhancing teacher competency, and creating a supportive learning environment is essential for overcoming challenges and promoting effective English language learning in Pakistan.