Abstract
English Language Learners (ELL) face challenges in schools because they often do not receive adequate linguistic support in a typical classroom. These students do not have access to appropriate second language acquisition resources, and therefore they are sometimes misdiagnosed with a cognitive delay. English Language Learners are then placed in a restrictive special education classroom as a disproportionate rate. This research inquiry explored studies published in peer-reviewed journals, revealing that three common obstacles exist for EFL students in non-English speaking nations; these are low self-efficacy, poor attitudes, and narrow teaching strategies. In surmounting these obstacles, reflective journaling emerged as a channel for addressing all three challenges and boosting learner autonomy in accordance with accommodation theory. The greatest gap in the literature is a failure to address any preventative measures for countering low self-efficacy and poor attitudes before they manifest in students. English Language Learners are then placed in a restrictive special education classroom as a disproportionate rate. DOI : 10.7176/JLLL/63-04 Publication date: December 31 st 2019
Highlights
English Language in Essays Students learning English as a foreign language (EFL) are presented with a myriad of challenges that significantly affect how efficiently they acquire the language
3.Results The research suggests that there are several common challenges faced by EFL students; these are related to selfefficacy, attitudes, learner autonomy, and teaching strategies
Given the dearth of research regarding young EFL students and self-efficacy, the authors examined the relationship between selfefficacy and English language learning among three, Chinese students
Summary
English Language in Essays Students learning English as a foreign language (EFL) are presented with a myriad of challenges that significantly affect how efficiently they acquire the language. As the English language becomes more and more paramount in the twenty-first century as a common tongue in the global marketplace, EFL students are charged to surmount the challenges they face learning the language in a non-English speaking nation. The global spread of English over the last 40 years is remarkable It is unprecedented in several ways: by the increasing number of users of the language; by its depth of penetration into societies and by its range of functions. By 2010, the number of people who speak English as a second or foreign language will exceed the number of native speakers (Hasman, 2009). This shows that English is used for more purposes than ever before
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