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

Abstract

This research conducted 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 a multitude of challenges that hinder students' English language acquisition in what is considered a developed country like Pakistan. Students face difficulties due to insufficient availability of English language learning materials, including textbooks, and limited access to the internet. This lack of resources impedes students' ability to engage effectively with the language. Economic constraints, such as poverty, were identified as significant barriers to English language learning. Students from disadvantaged backgrounds may struggle to access educational opportunities, including language classes and materials. Negative societal attitudes towards English proficiency and discouragement from peers and family members were highlighted as influential factors. These attitudes can demotivate students and undermine their confidence in learning English. The influence of Urdu, the primary language spoken in Pakistan, on students' English language skills was also noted. Mother tongue interference can lead to errors in pronunciation, grammar, and language use. Lengthy theoretical syllabi, lack of competent teachers, poorly equipped institutions, and the absence of audio and video aids were identified as additional challenges. These factors contribute to a less conducive learning environment for English language acquisition. Furthermore, students experience various anxieties while learning English, including shyness, lack of confidence, fear of speaking incorrectly, and concerns about being insulted or belonging to inferior groups. Strict and harsh teacher behavior also adds to students' anxiety and discouragement in speaking English. The study encompassed three districts of Punjab (Pakpattan, Bahawalnagar & Okara), Pakistan, and the results are likely applicable nationwide. Addressing the identified hindrances could significantly enhance English language learning outcomes in Pakistan. Measures such as improving resource availability, addressing socio-economic disparities, fostering positive attitudes towards English learning, enhancing teacher competency, and creating a supportive learning environment are essential for overcoming these challenges and promoting effective English language learning nationwide.