Strategies to deal with language learning challenges

Prepared for

Dr. Bashir Hussein

College of Arts and Humanities

ASU

Prepared by

AL Muayad Yahya Zaid AL Mamari

2212961

Shaima Mohamad Said Alhosni

2213540

Education in English Students

ASU

November 27, 2024

Table of Contents
1. Introduction .............................................................................................................................................. 3
2. Strategies to address motivation .............................................................................................................. 3
3. Strategies to address students’ personality ............................................................................................... 6
4. Strategies to address environment and culture ....................................................................................... 10
[Link] ............................................................................................................................................... 13
6. References............................................................................................................................................... 14
 1. Introduction

Second language learners always go through different challenges throughout their studies.

Those challenges can vary from limited linguistic knowledge to something more complicated

like external factors such as lack of encouragement from parents and society in general. But the

most prominent of those challenges are low motivation, students’ personalities and cultural and

environmental obstacles. This research will explore some practical strategies to address those

issues.

2. Strategies to address motivation

One way to define motivation is as an internal condition that supports, guides, and

encourages behavior. Individual conduct is encouraged and guided by motives toward a certain
objective such as learning language. Students who are highly motivated to learn and adopt a

proper positive mindset toward their studies and put great effort to master the language with a

clear goal and desire. As a result, they perform better academically than students who lack

motivation, who typically view learning the language as a challenging and painful task and it is

true that a teacher cannot resist being worried about their student's motivation because it is such a

fundamental aspect of language learning. So, a deeper understanding of motivation is required.

As it said, “You can lead a horse to water, but you can’t make him drink.” Encouraging students

is the same way. It includes not just introducing them to learn English but also boosting their

curiosity and desire for English comprehension. English consists of unique requirements for

language learners, including enhanced memorization, practice, discuss with others different

topics and more. English teachers are the guiders in the classroom, it is their duty to motivate

students to participate actively in their English language education.

There are several strategies on how to help them with their motivation such as High

expectation and using reward. According to extrinsic motivation theory, high expectations and

appropriate use of rewards are powerful external strategies to motivate students' learning of

English. Sometimes we treat people in ways that make them react exactly how we expected them

to because of what we already know about them (David Freeman & Yvome, S. Freeman, 1978).

Some researchers state that when the teacher expects high achievement from the students then

they would end up performing better because they got influence by what the teacher think and

said of them. For instance, a teacher would say “I know that you can all solve these problems if

you work at it. Now get started and I’ll help you if you run into some problems.” those words

show how supportive the teacher is towards the students and even if they did a mistake the

teacher would stand with them and help them to know how to solve the problem without making
the students feel uncomfortable or stupid and they would praise the students after understanding

and getting the right answer. Moreover, because of this the students will start asking questions

and be active during the class and getting feedback and rewards from the teacher if they got the

correct answer, this would help them to overcome their shyness, anxiety and increase their

motivation towards learning. Also, the teacher should be careful not to give too much criticism to

the students and try to avoid it because it will impact negatively on the student learning and

performance.

Another strategy to improve their motivation is collaborative learning. Using

collaborative learning in the classroom is probably a good idea. According to Järvelä et al.

(2010), collaborative learning has both cognitive and motivational advantages, and social

learning theory has a critical perspective for analyzing classroom motivation. Providing social

needs for students can increase their motivation for learning. When teachers provide their

students chances to discuss their questions and what they have learned with their peers, students

are more motivated. When there is a sense of group responsibility for learning or doing an

assignment together, they put out more effort in their studies. Furthermore, studies reveal that

when students are offered collaborative learning opportunities, they learn knowledge at a deeper

level and allowing the students to choose their partners or groups should also be considered so

they feel more comfortable doing the work with someone they are familiar with.

Different strategy and probably the most use one is giving students activities. It is

important to use various types of activities and games to decrease the difficulty of learning the

language and arouse their curiosity towards the language. The teacher must know that the

students have different styles of learning like auditory, visual and kinesthetic, it is important for
the teacher to use different methods and activity, so the students won’t get bored and understand

the lessons better. Also, using various activities and using games like guessing games, flash

cards, role play, and other methods can enhance their motivation towards learning and skills like

writing, reading and more.

Finally, motivation is crucial, and the strategies used to encourage students to learn

English are even more crucial. The strategies the above are comparatively successful in

encouraging and maintaining students' interest in studying English.

3. Strategies to address students’ personality

Naiman’s study proved that introverts (solitude seekers) have less ability to get L2

compared to extroverts (social people). He found that having an introvert personality can hinder

learners’ second language acquisition. He also suggested that students avoided learning
opportunities due to their fear of putting themselves in an awkward situation when talking and

making grammar mistakes. Because of introverted students’ anxiety, they tend to avoid social

interactions and think about people’s judgments which negatively impacts their SLA. This

paragraph will suggest some solutions to overcome this problem, dividing them into teaching

strategies and approaches, teachers’ characteristics and learners’ strategies.

Firstly, teaching strategies, Crookall and Oxford (1991) suggested some classroom

exercises which are Agony aunt, Anxious photos and Ghost avengers that aid in analyzing

anxiety associated with language. For example, in Agony aunt, students play 3 roles, themselves

(L2 learners), the Agony aunt and the counselor. In the first stage pupils write down their fears

when learning the language. After that, pupils will act like the agony aunt, going through the

letters and discussing them, trying to give advice to solve their peers’ anxieties. In the third stage

learners will act like counselors, reacting to the suggestions that they received earlier, as well as

evaluating the reliability of those suggestions. The final step is reflecting upon the whole process.

During this step students will choose a representative from each group to speak on behalf of the

group, representing their thoughts and insights. Crookall and Oxford emphasized the significance

of those exercises as they help students to closely examine their anxieties which is an essential

step to get rid of them. Another teaching strategies can be used to decrease students’ anxiety

arisen from classroom procedures are letting students work in groups, using games more often

and personalizing exercises to meet the students’ affective requirements (Koch & Terrell, 1991;

Price, 1991; Young, 1990; Omaggio, 1991). Working in groups can reduce anxiety, helps students

to speak more, and hear and understand language provided information (Young, 1991). Making

lessons exciting to the point where pupils forget they're in a different language can lower
language fear (Krashen, 1982), which we can do by applying games (Saunders & Crookall,

1982). Young (1991) stated that L2 games should not be competitive, typical games, they maybe

as straightforward as employing English to deal with challenges. For instance, learner A

describes a chart using English and learner B must draw it according to the description that s/he

was given (Young, 1991). Those types of activities give excitement and decrease l2 fear, as

Saunders and Crookall (1982) stated. However, teachers have to be careful when applying games

in the classroom because they can create too much enthusiasm and tension between students

(Young, 1991). Personalizing exercises according to the students’ affective requirements is

important. It has been noticed that making learners present something orally to their classmates

causes them anxiety (Young, 1991). Foss and Reitzel (1988) had given two ways to deal with it.

The 1st one is letting learners read and prepare verbally for what they will present in advance and

the 2nd one is building harmony in the class space by dividing students into small groups so they

can bond with and learn more about their fellow classmates. The last teaching strategy is when

teachers participate in workshops, discussion groups and conferences related to teaching the

language as a way of keeping up with the modern ways of language teaching (Young, 1991).

Secondly, there are some teaching approaches that educators must consider to control

students’ anxiety. One way of lowering distress associated with teachers’ beliefs is by informing

all English educators about their job as teachers in students -centered language environment.

When contrasting teachers’ role as drill sergeants in the audiolingual method with the way we

view teachers in the communicative approach, we can understand that teachers there are more

like providers of knowledge and chances to use the language in realistic situations with realistic

items. It is beneficial when teachers critically analyze their own L2 teaching beliefs so they can
replace the negative once because educators’ beliefs reflect on their conduct. Another approach is

providing learners with more constructive encouragement and aid in building accurate

expectations about their language as they are not supposed to be proficient after 2 semesters.

Another teaching approach is a modern way of correcting students’ mistakes by not further

humiliating them but simply repeating the correct answer after them (Kinginger & Farrell, 2003).

That will allow guidance without destroying the learner’s self-image (Kinginger & Farrell,

2003). For example, if a student said, “I go to visit my grandma yesterday’’ the teacher could

correct him by simply saying, “Oh, you went to visit your grandma yesterday!’’. Doing this is

essential so we don’t end up losing input and training chances (Zhang, 2008). The last teaching

approach helps to get rid of L2 examination anxieties. A simple way of solving this issue is, as

Young (1991) stated, “test what you teach in the context of how you teach it’’. Madsen, Brown

and Jones (1991) stated that learners reacted to specific questions on language exams differently,

as some of them are found to be more likely to cause anxiety. If the teacher gave students in-class

activities that have the same components as their exam, then the test would be less likely to cause

students tension (Madsen, Brown & Jones, 1991). In advance-exam experience can lower

learners’ tension and confusion when taking the L2 test (Young, 1991).

Thirdly, there are some teachers’ characteristics that can help students get over their

anxieties. Young’s L2 students said that teachers who are funny, kind, patient, chilled and boost

learners to talk in the targeted language made them feel relaxed and were found to be second

language class anxiety decreasing. Also, as Price’s subjects (1991) suggested for reducing L2

anxiety, learners feel more relaxed when the teacher builds a friend relationship with them,

assisting them to acquire the L2 and being less like a figure of power that makes them do tasks.
 Finally, students themselves must participate in some activities to get over their anxieties.

Examples for those activities, aid groups, talk to their teachers and try out self-talk. Self-talk is

effective when dealing with state tension, which means fear of assessment situations for instance,

exam, contest or a presentation (Young, 1991). The following example is given by (Learning Re-

source Center at the University of Texas, Austin) to show self-talk effect.

Situation: making your way to the front of the class to give a presentation.

Tension provoking Self-Talk: I cannot speak in front of everyone, I will fail to remember
…. I always stutter when I am in a serious situation. In my previous presentation I
sounded like a robot.

Productive self-talk: I can do it … be calm…I will take a deep breath, and I’ll just do it
the same way I prepared for it.

4. Strategies to address environment and culture

Learning a language is a complicated process that is frequently complicated by cultural

and environmental obstacles. A lack of helpful learning environments, limited exposure to the

target language in everyday situations, and trouble adjusting to new social norms are a few

examples of these barriers. However, this point highlights a variety of strategies to assist students

in solving these problems and promote successful language learning in various contexts.
 Learning a language requires cultural adaptation. One of the best strategies to improve

fluency and cultural awareness is to immerse oneself in the target language's cultural environment.

Learners can safely watch and imitate real-world language use through structured encounters with

native speakers, such as conversation exchanges or facilitated practice sessions. Bay Atlantic

University emphasizes the importance of such opportunities, stating that “interactions with native

speakers offer invaluable real-world situations where learners can observe language being used

naturally” (2023). These experiences help students gradually gain confidence and lessen the fear

they might feel in impromptu situations. By integrating courses on idiomatic expressions, social

etiquette, and communication styles, instructors can also support cultural awareness training,

which will help students more easily negotiate cultural differences.

Addressing difficulties with language acquisition also requires the creation of helpful

learning settings. Students' willingness to practice can be hampered by their fear of making

mistakes, but safe and welcoming environments help to allay this fear. Peer mentoring programs,

small group conversations, and role-playing real-life events let students try out the language

without worrying about being judged. As one learner remarked, “Sometimes native speakers talk

very fast... I feel shy to ask them ‘excuse me, I don’t understand.’ I have to pretend I understand

them” (Auburn University, 2015). Creative tools like virtual reality and interactive applications,

which mimic real-world situations and provide learners with a variety of formats according to

their preferences, are being used by educators more and more to improve learning settings.
 Another essential element of successful language learning is time management. It might

be difficult for many students to balance their language learning with other obligations. Teachers

can help students create organized timetables and divide assignments into achievable objectives,

such learning a particular vocabulary or getting ready for tests of language proficiency. Bay

Atlantic University highlights that “time management becomes a crucial skill for ESL students,

requiring careful planning to balance their diverse responsibilities while progressing in their

language learning journey” (2023).

The last point is deeper understanding is fostered in collaborative learning situations

when peers address language-related difficulties together. This approach aligns with Vygotsky’s

theory of the "zone of proximal development," which emphasizes that the learners do better

when they have mentorship or peers’ support. As Bay Atlantic University (2023) notes, "Group

projects and collaborative storytelling not only build language skills but also encourage cultural

exchange and empathy"

To sum up, learning a language successfully is a complex process that involves

overcoming obstacles related to culture, environment, and personal characteristics. To overcome

these challenges, it is essential to immerse students in the cultural context of the target language,

create encouraging learning environments, encourage efficient time management, and make use

of collaborative learning techniques. Teachers can provide a comprehensive framework that

empowers students by incorporating contemporary tools and peer cooperation, fostering safe

practice environments, and putting in place organized cultural connections. As Bay Atlantic

University rightly notes, learning a language involves more than just becoming proficient in
grammar and vocabulary; it also involves embracing a new culture, gaining self-assurance, and

creating lasting relationships. When students receive assistance using these techniques, they not

only become fluent in the language but also acquire the cultural sensitivity and flexibility

required to succeed in a diverse, international

[Link]

At the end, this research provided some strategies to solve some of the remarkable

challenges that face second language learners (L2) which are motivation, students’ personalities

and environment and culture. There are several strategies that deals with those issues but there is
a common solution for all the three challenges which is collaborative learning (group work), as it

helps learners to increase their motivation, lower their anxiety and adapt to the environment.

6. References

1. Auburn University. (2015). Language Learning Strategies Among ESL

Learners. Institute for Learning Styles Journal, Volume 1.

2. Bay Atlantic University. (2023). ESL Students Challenges: Overcoming

 Language Obstacles. Retrieved from Bay Atlantic University.

3. Howley-Rouse, A. (2023, October 11). 10 strategies that promote

motivation. THE EDUCATION HUB

4. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher

Psychological Processes. Harvard University Press.

5. Young, D. J. (1991). Creating a Low‐Anxiety Classroom environment: What

does language anxiety research suggest? Modern Language Journal, 75(4),

426–437. [Link]

6. Zhang, Y. (2009). The role of personality in second language acquisition.

Asian Social Science, 4(5). [Link]