Exploring English Learning Problems and Learning Strategies of Thai EFL Students: A Case Study of Undergraduates at a Public University in Thailand
Keywords:
English Learning Problems, Thai EFL Students, UndergraduatesAbstract
This research aimed to investigate English learning problems among university students in Thailand and the strategies they employed to improve their English proficiency. The participants consisted of 213 students from nine faculties at Ubon Ratchathani Rajabhat University. The research instruments included a questionnaire and focus group discussions, and participants were selected using purposive sampling. Data from the questionnaire were analyzed using descriptive statistics, while data from the focus group discussions were analyzed through interpretive analysis and thematic analysis.
The findings revealed that student-related problems were the most prominent, particularly limited vocabulary knowledge and fear of making mistakes, as well as shyness when speaking English. The second major area of difficulty involved the learning environment, including limited opportunities to learn English and an environment that was not conducive to practicing and using English outside the classroom. This was followed by curriculum and assessment issues, including traditional teaching methods (grammar-based instruction) and exam-oriented teaching. Teacher-related problems were found to be the least significant, comprising teachers’ non-English major backgrounds and limited experience in teaching English, and teaching methods that demotivated students. The students’ learning strategies included memorizing vocabulary, watching online media and practicing speaking, using games or interactive activities in English learning, learning English through songs, and building self-confidence and the willingness to communicate in English. The results of this study offer valuable insights that can help educators refine their English teaching strategies and better support students in overcoming learning difficulties.
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