Why Do EFL Learners Struggle?

Learning English as a foreign language offers undeniable academic, professional, and personal benefits. However, for many learners in the Turkish educational context, this journey is far from smooth. Despite years of instruction, students often report significant difficulties that prevent them from using English effectively in real-life situations.

One of the most prominent challenges lies in teaching methods. Many learners describe classrooms dominated by grammar instruction and translation-based activities. While these approaches may help students succeed in exams, they rarely prepare them for meaningful communication. As a result, students often know the rules of the language but struggle to use them in practice.

Linguistic differences between Turkish and English also play a crucial role. Differences in word order, tense structures, and pronunciation create barriers that make learning more complex. For example, learners frequently report confusion with English articles and difficulties in producing certain sounds that do not exist in Turkish. These challenges affect both accuracy and confidence.

Assessment practices further complicate the situation. Exam-oriented systems tend to prioritize memorization over communication, leading students to focus on test performance rather than real language use. Many learners achieve high scores but still feel unable to speak or understand English effectively.

Equally important are emotional factors. Anxiety, fear of making mistakes, and low self-confidence often prevent learners from participating actively in the classroom. Negative past experiences can lead to avoidance behaviors, reducing opportunities for practice and improvement.

Finally, limited exposure to English outside the classroom significantly restricts learning. Without opportunities to engage in authentic communication, learners struggle to develop fluency and confidence. English remains a subject rather than a living language.

These findings highlight the need for a shift toward more communicative, learner-centered approaches that integrate emotional support, meaningful interaction, and real-world language use. By addressing these challenges holistically, educators and institutions can create more effective and engaging language learning experiences.

Selami Aydın

Reference

Aydın, S. (2025). Perceived difficulties among EFL learners in the Turkish educational context. EJER Congress: 2025 12th International Eurasian Educational Research Congress, Conference Proceedings, Ani Publishing, 2025, pp. 184-190. June 25-28, 2025, Ağrı, Turkey.