ENG 528 Research Project

Research Topic
A Study to Investigate the Challenges of English Language Learning
in Classrooms at Elementary Level in District Lahore

Name: Mahnoor
Student ID: BC200402070

27th May, 2024

Department of English
Virtual University of Pakistan

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 INTRODUCTION
The basic aim of this research is to highlight the Challenges faced by English Language learners
in Classrooms at Elementary Level in District Lahore. This study provides a comprehensive
framework to explore and address the challenges of English language learning at the elementary
level in District Lahore.
In the clamoring classrooms of Lahore, Pakistan, a different exhibit of elementary understudies
sets out on the exciting journey of learning English. English language proficiency is crucial for
academic success and future opportunities. English language proficiency is essential in today's
globalized world, serving as a gateway to academic success, better employment opportunities,
and enhanced socio-economic mobility. English capability is a valued expertise in the present
interconnected world, offering roads for scholarly achievement and worldwide correspondence.
In Pakistan, English is not only a significant medium of instruction but also a critical subject
within the educational curriculum. District Lahore, being the hub of education in Punjab, faces
unique challenges in imparting English language skills to its elementary level students. Despite
efforts to improve English language teaching, students in District Lahore continue to struggle
with language proficiency, inhibiting their ability to excel in academics and beyond. These
challenges are complicated, involving pedagogical, socio-economic, and resource-related factors
that collectively hinder language acquisition.
In Pakistan, English is taught as a subject and not as a language. Teachers only teach about
English. That is why students face difficulties in learning English. In our schools, Grammar
translation method is used to teach English that restricts the skills of speaking and listening and
only focuses on writing and reading. Outdated text books, methods of teaching, lack of practice,
lack of parental support, and socio-economic factors are the barriers in learning English
effectively. Students feel hesitation in pronunciation and speaking English. Proper conversational
skills in English language still remain a hurdle for students. I have seen many students who are
capable to write in English well but they have no confidence to speak English fluently.
By drenching ourselves in the experience of understudies, educators, and executives, we expect
to uncover the hidden flows frustrating viable language learning in elementary study halls. The
development of new showing systems and mechanical advancements holds guarantee for
improving language obtaining, yet likewise presents difficulties in implementation. This
examination tries to explore these developing trends, offering bits of knowledge that can
illuminate future instructive practices and approaches. Generally, this exploration tries to
enlighten the multi-layered journey of English language learning in Lahore's primary schools. By
tending to key discussions, scanning ongoing patterns, and teaming up with partners, we plan to
control towards a more comprehensive and viable way to deal with English language schooling.
Through our collection struggle, we seek to engage youthful students to explore the difficulties
of language obtaining with certainty and skill, guaranteeing that each youngster in Lahore has
the valuable chance to head out towards a more promising time to come on the worldwide stage.

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Research Objective
The objective of this study is to highlight the challenges of English language learning in
classrooms at Elementary level in District Lahore.

Research Question
This study deals with the following research question:
What challenges are faced by of English language learners in classrooms at elementary level?

Significance of the Study

The significance of this review is to:

 Identify and overcome the difficulties that students face in learning English
 Analyze the impact of socio-economic factors on English proficiency.
 Illuminate classroom procedures to overcome English language learning difficulties.
 Propose strategies to enhance English language learning.
 Direct educational plan advancement for more powerful English language guidance.
 Engage the both students and instructors with tools for effective language securing.

Research Methodology
This research is quantitative in nature.

Research Population
The population of this research are the students of The Knowledge School District Lahore.

Research Sample
The sample consists of 100 students from grade 6, 7 and 8 learning English with different
proficient levels. The selection of participants is random. The sample consists of male and
female students.

Research Instrument
The close ended questionnaire is used as a research instrument. The level of agreement is judged
through a Likert scale, with five options i.e.: Strongly agree, Agree, Neutral, Disagree, strongly
disagree.

Data Analysis
The data is analyzed descriptively and the percentage of each item is calculated separately.

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 LITERATURE REVIEW
Introduction:
This literature review examines existing research on the challenges of English language learning
in elementary classrooms, focusing specifically on the context of District Lahore, Pakistan. This
review aims to identify common obstacles faced by learners and educators, and the systemic
issues that affect English language acquisition.
The obtaining of English language abilities at the elementary level is a basic achievement in a
student's educational journey. In Lahore, where English holds huge financial significance,
understanding the difficulties experienced in English language advancing inside elementary
classrooms is fundamental for cultivating practical language guidance and advancing instructive
value.
We have explored the multifaceted challenges of English language learning in elementary
classrooms in District Lahore, Pakistan. Key issues include teacher qualifications, classroom
environment, language policy, socioeconomic factors, learner attitudes, and curriculum design.
Students feel anxious to learn and speak English due to these challenges.
Ahmad et al. (2020) highlights the difficulties presented by packed study halls, haggard offices,
and lacking learning spaces, which further worsen the disparities in instructive arrangement.

Teacher qualifications and Training:

One significant challenge is the inadequate qualification and training of teachers. Studies
indicate that many teachers lack the necessary proficiency in English and effective teaching
methodologies. This inadequacy hampers their ability to provide high-quality instruction,
adversely affecting student outcomes. Some schools in Pakistan need for competent teachers to
facilitate effective language learning. (Abdi and Hardman, 2007)

Classroom Resources:
The availability of resources plays a crucial role in language learning. In many elementary
schools in Lahore, there is a scarcity of textbooks and other learning materials. In some
government schools, there is a lack of adequate classroom resources. Study by Muthwii and
Kioko (2004), emphasizes the need for adequate resources for effective language teaching.

Language Policy:
English is often used as the medium of instruction, which can create anxiety and hinder
participation among young learners. Kodero et al. (2011) discuss the detrimental effects of using
an unfamiliar language on student engagement and comprehension.

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Socio-Cultural Influences on English Language Learning
The socio-social setting applies a significant impact on the English language growth opportunity
of elementary understudies in Region Lahore. Cultural perspectives towards English, parental
association in training, and semantic variety inside homerooms shape understudies' inspiration,
personality, and language obtaining directions (Shah and Shafique, 2017). For example, the
commonness of code-exchanging and diglossia may present difficulties for understudies
exploring between various semantic registers (Ali, 2016). Also, financial variations and social
standards with respect to orientation jobs might affect admittance to instructive open doors and
support in English language learning exercises (Rahman, 2019).

Learners’ Attitudes and Participation:

Learners’ proficiency level influences their attitudes towards English language. Many students
exhibit negative attitudes due to their limited competence and proficiency, leading to reduced
participation in classroom activities. This is the biggest challenge faced by the students. (Tella et
al. 2010).

Curriculum Design:
Syllabus and books are outdated. Students have overloaded curriculum that is another major
hurdle in learning English. Teachers are often under pressure to complete the syllabus quickly,
leaving little time for thorough comprehension and practice. In Pakistani schools, grammar
translation method is used to teach English. This method only focuses on writing and reading and
ignores the speaking skills. Mostly learners are good in writing English but they cannot speak
English fluently. In schools, grammar is taught to students to learn English, but some students
consider it difficult to learn English. (Gathumbi (2013) and Kanga’hi and Indoshi, 2012)

Conclusion:
The literature reveals multiple interrelated challenges that affect English language learning in
elementary classrooms in Lahore. Addressing these issues requires comprehensive strategies that
include improving teacher training, providing adequate resources, aligning language policies
with classroom practices, and considering the socioeconomic context of learners. The
government should develop and implement such strategies to enhance English language
acquisition at the elementary level. Strategy drives ought to focus on fair admittance to quality
English language instruction for all understudies, paying little mind to financial foundation or
semantic legacy. Interests in foundation, informative materials, and innovation framework are
fundamental to establish helpful learning conditions that work with language obtaining and
advance instructive value.

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 REFERENCES:

 Rahman, T. (1999). Language and Politics in Pakistan. Oxford University Press.

 Crystal, D. (2003). English as a Global Language. Cambridge University Press.
 Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
 Gathumbi (2013) and Kanga’hi and Indoshi (2012) note the negative effects of
curriculum pressure on teaching effectiveness
 Ali, A. (2016). English language training in Pakistan.
 Shah, S. S., and Shafique, M. (2017). Job of socio-social variables in learning English as
a subsequent language. Global Diary of Humanities and Social Examinations, 3(1), 1256-
1267.
 Khan, F. A. (2018). Challenges in the educating and learning of English.
 Rahman, T. (2019). English language educating and learning in Pakistan
 Ahmad, S. et al. (2020). Challenges looked by open area elementary schools in Lahore.
 Pakistan Education Statistics (2022). Ministry of Federal Education and Professional
Training.