Investigating English Language Difficulties Faced by EFL University Students among Fourth-Year BA English Major

Abstract

This study investigated the current difficulty levels encountered by EFL university students among fourth-year BA English majors in fundamental areas of English language skills: reading, writing, listening, and speaking. A quantitative research design was employed, and the study utilized a purposive sampling method to select participants among fourth-year BA English majors from the Faculty of Liberal Arts. A self-made questionnaire was administered to assess students’ perceived challenges, scoring average difficulty ratings of 3.32 for general English skills, with specific averages of 3.16 for writing, 3.20 for listening, 3.22 for speaking, and 3.18 for reading. The results indicated that students experience concerning difficulties, particularly in writing and speaking, where a significant number reported anxiety and a lack of confidence in their communicative abilities. Additionally, challenges in listening comprehension, especially concerning diverse accents, were highlighted, emphasizing the need for targeted pedagogical interventions in these areas. Furthermore, grammar and vocabulary were identified as critical domains requiring additional instructional emphasis. To address these challenges, the study proposes several essential steps within the English as a Foreign Language (EFL) framework. It aims to expand further enhancement of the curriculum through the integration of practical courses that emphasize real-world communication, such as business communication and public speaking. In addition, it suggests increasing interactive classroom activities to mitigate anxiety and uplift student confidence, while recommending the incorporation of new opportunities to facilitate the application of language skills in authentic and even more realistic contexts.