Therapeutic Investigation of Learning Challenges among English as a Second Language (ESL) Students.

Abstract

The students who have completed their primary and secondary education in their mother tongue, and with limited English proficiency, struggle at universities in Sri Lanka where the medium of instruction is English. These students are subsequently taught all subjects in English and are also required to attend English language classes. In such a classroom environment, the content teacher, the language teacher, and the student form the context for investigation. However, past studies have not investigated students’ learning challenges in-depth by taking into consideration this context collectively. In my study, I explored the learning challenges that the students encountered, through a preliminary investigation representing perspectives of the content teacher, language teacher, and student. To capture a more in-depth perspective of the issue of learning challenges, I conducted a therapeutic investigation through one-to-one semi-structured interviews with a selected sample of students. Therapeutic investigation entailed creating a conducive environment for the students to share their learning challenges. The core of the therapeutic investigation was the relationship between the teacher (interviewer) and the student, that was compatible with the relationship between a psychotherapist and a client, rather than a typical teacher-student relationship. The preliminary and therapeutic investigations unravelled six types of learning challenges that were reported by the students, content teachers, and language teachers. The first, is language challenges which were related to students’ productive skills: speaking and writing. Cognitive challenges such as negative core-beliefs that the students had about themselves and others, and the lack of cognitive skills required in learning were the second type of challenge. The third type was the affective challenges such as negative feelings and emotions that the students undergo as learners such as fear of making mistakes, fear of failure, lack of confidence, and sense of inferiority. The fourth type was behavioural challenges which included maladaptive habits such as avoidance and procrastination. The fifth type of learning challenge was pedagogical in relation to classroom instructional issues, formative assessment, and feedback. Finally, transitional issues and learning support related issues comprised the social challenge, that was identified as the sixth type of learning challenge. Therapeutic investigation provided insights into classification of learning challenges under two major categories: challenges within student control and the challenges beyond student control. Therapeutic investigation also allowed for an investigative approach that could identify deeper learning challenges encountered by students and how these challenges are inter-related. These challenges can be explored comprehensively by taking into consideration the perspectives from the content and language teacher. The findings indicate that learning challenges are diverse, multi-faceted in terms of nature, level of intensity, and these challenges impact on the student performance. Similarly, the learning challenges are meticulously interrelated, aggravating each other, and comprise both a manifest and a latent component that requires systematic investigation, careful examination, and strategic intervention; within which the content teachers, language teachers and the students have dynamic roles to play.