Challenges Faced by Students in Learning English: Psychological, Pedagogical, and Motivational Perspectives

Abstract

English language proficiency is increasingly important for academic success, employability, and global communication. However, many learners continue to face difficulties in developing communicative competence despite years of formal instruction. This review article examines the major challenges faced by students in learning English, focusing on psychological, pedagogical, motivational, and technological factors. Drawing on second language acquisition theory and educational psychology, the article analyzes the influence of foreign language anxiety, low self-confidence, limited opportunities for authentic communication, teacher-centered instruction, weak motivation, unclear goals, and digital learning challenges. The review shows that English learning difficulties cannot be explained by linguistic ability alone; they emerge from the interaction of emotional, social, instructional, and environmental factors. The article argues that learner-centered pedagogy, psychologically supportive classrooms, meaningful communication, constructive feedback, clear goal setting, and responsible use of technology can improve language learning outcomes. The article concludes with recommendations for teachers, institutions, students, and families to support more effective and sustainable English language development.