International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020


IJSTR >> Volume 9 - Issue 2, February 2020 Edition

International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616

Challenges Faced By L2 Learners In Learning English Language In Technical Institutions

[Full Text]



Dr. J. Rajini , Dr. V. Krishnamoorthy



Anxiety, Comprehension, Fluency, Grammar, Influence, Language, Pronunciation, Vocabulary.



The aim of this study is to identify the challenges faced by L2 learners in learning English Language. This study was conducted among students studying in Technical Institutions in Erode District, Tamil Nadu State. The researchers collected the data by administering structured questionnaire method. Systematic sampling method was also employed by the researchers to collect the data. This study was conducted from January 2019 to September 2019. The researchers used statistical techniques like Factor analysis, Multiple regression, Cronbach alpha for data analysis. This study identified seven important dimensions of difficulties faced by L2 learners in learning English Language. They are: Grammar, Vocabulary Knowledge, Fluency, Pronunciation, Comprehension, Mother Tongue Influence and Anxiety. Among the identified dimensions the study found that there are significant impacts on Pronunciation, Comprehension, Mother Tongue Influence and Anxiety. Furthermore, the results revealed that there are no significant impacts on Grammar, Vocabulary Knowledge and Fluency. Mother Tongue Influence had the highest mean score (3.77) and it was the highly perceived problem dimension among engineering students learning English as the second Language.



[1] Al-Issa, A. and Dahan, L.S. (2008), Prior knowledge and writing in the college EFL composition classroom, in Coombe, C., Jendli, A. and Davidson, P. (Eds), Teaching Writing Skills in EFL, TESOL Arabia, Dubai.
[2] Bergmann, C., Sprenger, S. A., & Schmid, M. S. (2015). The impact of language co-activation on L1 and L2 speech fluency. Acta Psychologica, 161, 25–35.
[3] Berman, R., & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 4(1), 25-40.
[4] Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of educational psychology, 93(3), 498.
[5] Bock, G. W., & Kim, Y. G. (2002). Breaking the myths of rewards: An exploratory study of attitudes about knowledge sharing. Information Resources Management Journal (IRMJ), 15(2), 14-21.
[6] Bowen, J. Donald, Harold Madsen, and Ann Hilferty. 1985. TESOL Techniques and Procedures. Boston: Heinle & Heinle.
[7] Carrió-Pastor, M. L., & Vallés, I. T. (2015). A comparative study of the influence of the mother tongue in LSP and CLIL. Procedia-Social and Behavioral Sciences, 178, 38-42.
[8] Chen, Y.-L.E. and Kraklow, D. (2015), Taiwanese college students’ motivation and engagement for English learning in the context of internationalization at home, Journal of Studies inInternational Education, 19/1, 46-64.
[9] Cooper, D. R., Schindler, P. S., & Sun, J. (2006). Business research methods (Vol. 9). New York: McGraw-Hill Irwin.
[10] Drost, Ellen A. (2011), Validity and Comprehensionin social science research, Education Research and Perspectives, 38/1, 105-123.
[11] Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2010), Multivariate Data Analysis, 7th Edition. Prentice Hall, Upper Saddle River, New Jersey.
[12] Hair, J.F.J., Anderson, R.E., Tatham, R.L., Black, W.C.,(1998), Multivariate Data Analysis, 5th Edition, Prentice Hall, Upper Saddle River, New Jersey.
[13] Khan, T. J., & Khan, N. (2016). Obstacles in learning English as a second language among intermediate students of districts Mianwali and Bhakkar, Pakistan. Open Journal of Social Sciences, 4(02), 154.
[14] Krashen, S. D., Long, M. A., & Scarcella, R. C. (1979). Age, rate and eventual attainment in second language acquisition. TESOL quarterly, 573-582.
[15] Malhotra, N. K, (2003), Marketing Research – An applied orientation, Pearson Education, Singapore.
[16] Muhlis, A. (2017), Foreign language reading anxiety among Indonesian EFL senior high school students, ENGLISH FRANCA: Academic Journal of English Language and Education, 1/1, 19-44.
[17] Okoro, D. (2010). Chapter 4 Mastering English to Enhance Education. In Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation (pp. 59-69). Emerald Group Publishing Limited.
[18] Saito, Y., Garza, T.J. and Horwitz, E.K. (1999), Foreign language reading anxiety, The Modern Language Journal, 83/2, 202-218.
[19] Thirumalai, M. S. (2002) An Introduction to TESOL: Teaching English to Speakers of Other Languages. Language in India. 2
[20] Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2010), Business research methods, 8th Edition, Mason, HO: Cengage Learning.