Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

Abstract

It has been generally well-known that most people faced some problems in learning English as a second or foreign language in non-English speaking countries; for example, in Lao People Democratic Republic (Lao PDR). This paper has a main purpose to explore students-teachers' weakness towards English language learning as a foreign language of a Continuing Summer Program for Bachelor's degree of Teacher Education in English at the Faculty of Education (FOE), the National University of Laos (NUOL) in Lao. A study focuses on the reasons that impact on their poor English performance. Data were drawn from the question "Why Lao students weak in English?". This question was administered to 30 English students-teachers in order to respond with their own views. Each respondent listed ten reasons that mentioned why students are poor in English language performance. Based on the findings of this research, main causes have been included namely: first, the majority of students stated that the English teachers are not well-trained; for instance, they use Lao language when teaching, so they cannot perform well to attract the interest of the student. Secondly, students lack of English foundation background. Third, students lack of confidence to use English because they are afraid of mistakes and shy feeling. Fourth, the curriculum is inappropriate for helping students to improve their English proficiency. Last but not least, English language is difficult to learn due to students are not well-motivated, encouraged and gained learning strategy. Furthermore, students do not practice speaking English with English native speakers, and class environment is crowded and noisy that is not fulfilled with teaching pedagogy.

The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners

“…Their lack of self-confidence in using the language is linked to their poor proficiency in various language skills causing them to become afraid or embarrassed of making mistakes, similar to findings by Souriyavongsa et al (2013). Most of them claimed that they are least confident in oral communica- The participants' reported that their self-confidence level slightly improved during the course of the study.…”

“…Generally, the participants had shown the increase in their self-confidence level after engaging in the activity. Initially, their lack of self-confidence in using the language is linked to their poor proficiency in various language skills causing them to become afraid or embarrassed of making mistakes, similar to findings by Souriyavongsa et al (2013). Krashen (1982) mentioned that learners with high self-confidence and good self-image could acquire second language better.…”

“…Meanwhile, a study of poor English language performance among studentteachers in National University of Laos reveals that the cause of the poor performance is attributed to four factors (Souriyavongsa et al, 2013). While three of the factors concern the lack of well-trained teachers, students' lack of English background knowledge and students' limited opportunity to use English with native English speakers, the third factor is related to the Affective Filter variable of self-confidence, in which it is mentioned that the lack of self-confidence caused the students to become shy and afraid of making mistakes.…”

Lived Experience of Economically Marginalized English Learners

“…Many studies find that there are correlation between socioeconomic factors and the learning process, especially English learning in this term. Khattak et al in Souriyavongsa (2013) states that the poor socioeconomic is one of factors that create learners to face with the use foreign language. In addition to that, Hashemi in Souriyavongsa (2013), identified that students'weakness in English language learning is due to the differences of social contexts, cultural environments.…”

“…Khattak et al in Souriyavongsa (2013) states that the poor socioeconomic is one of factors that create learners to face with the use foreign language. In addition to that, Hashemi in Souriyavongsa (2013), identified that students'weakness in English language learning is due to the differences of social contexts, cultural environments. Besides, a survey into the causes of English language learning anxiety in students by Khattak, Jamshed, Ahmad, & Baig in Souriyavongsa (2013) also found that -Students were afraid of making mistakes in the classes, failing the exams, as well as the poor socioeconomic cause of the poor performance in learning languages.…”