A learners’ perspective of the challenges faced in learning English as a second language in post-conflict Sri Lanka: a case study of the Madhu zone in Mannar district

Abstract

Learning English as a Second language (ESL) is considered as a challenging task. It is even more difficult in an undeveloped rural area like Madhu education zone in the Mannar district which was devastated by the three decade long ethnic conflict. Learners encounter many challenges when learning English in this area. Thus this study is an analysis of the challenges faced by learners in learning English as the second language in post conflict Mannar district. The objective of the study is to find out the major educational challenges that students face in learning English in the Madhu zone of Mannar district. The methodology employed in gathering information was questionnaires. The sample comprised of 100 students aged between 14 to 16 years including 45 males and 55 females and 10 teachers teaching English to these students. The data were analysed using qualitative and quantitative methods. The findings of the study indicated that lack of exposure, lack of opportunity to practice English outside the classroom, lack of facilities and poor economic conditions were the main external challenges faced by students. In addition psychological factors such as fear, anxiety and negative attitudes act as barrier that hinder the process of learning. Apart from these challenges lack of qualified teachers, use of faulty teaching methodology and deficiency in materials contribute to the challenges. Another major finding was the inability of students to write simple grammatically correct English sentences and this is an indication of the proficiency level of students which is alarming. The results of teachers’ questionnaires were consistent with the results of students. Eventually recommendations in the light of findings are also discussed in this paper which will help the students overcome the challenges.