Difficulties with English-language Content Acquisition for Undergraduates

Abstract

The difficulties of teaching English material at the undergraduate level are examined in this paper. The emphasis is on the challenges that students have when attempting to navigate academic courses, especially in those areas where English is not their first language. The study explores how language limitations affect students' ability to understand, express themselves, and succeed academically overall. The article focuses on important difficulties such as limited vocabulary, low skill, and difficulty understanding complicated concepts presented in English. The article explores how these difficulties affect students' educational experiences, highlighting the necessity of focused interventions and linguistic assistance initiatives. In addition, it looks at possible differences in students' language skills and offers solutions to close these gaps, creating a more welcoming learning atmosphere. This study adds to the current conversation on language education and how it helps undergraduate students transfer knowledge in an efficient manner. The article's goal is to educate educators, administrators, and legislators on the value of establishing linguistically accessible learning environments in order to improve the academic performance of different student populations. To accomplish this, it identifies and addresses various learning problems.