Introduction
Many people are speaking English all over the world. It is highly advantageous to learn it, even if it is not your first language. It facilitates international communication, allows you to read interesting material, and creates doors to employment and education. Acquiring English as a second language is akin to having access to international communication, cool stuff from other countries, and opportunities for further education and employment. It also sharpens your mind and opens up your trade and business opportunities. It’s like having a superpower that makes life even more astonishing when you learn English.
Although learning English is excellent, it can also be challenging. You may experience some difficulty due to specific mental and physical issues, but don’t panic! People must overcome certain obstacles to use English effectively and reap its benefits. These difficulties can occasionally make learning challenging and even make someone want to give up. But hey, what do you know? Other things can facilitate and enhance the enjoyment of learning English. Certain things facilitate learning and make the process run more smoothly. Thus, although learning English can sometimes be challenging, other aspects make it easier.
Determining the factors that facilitate or impede English language acquisition is crucial. What influences their overall performance, motivation, and emotions is what we want to know. This study delves into those factors, examining what facilitates or hinders English language acquisition. We are looking at variables that can have a significant impact, such as factors that increase or decrease an individual’s capacity to acquire English as a second language. The primary objective is to comprehend these elements and generate suggestions for improving or simplifying them for English language learners. It all comes down to easing the transition to proficient English.
One main focus of the research is what factors influence English language learners’ ease or difficulty and how best to support them in their language learning process. We are examining data from various sources, such as books and articles, to determine the factors influencing ELLs. Seeking out what makes learning English difficult and devising strategies to make it simpler are the objectives. On this subject, we are expanding upon our current understanding. So, we are investigating what is available, identifying the factors contributing to the challenge of learning English, and devising strategies to facilitate the process for all.
Literature Review
What makes learning English simple or complex is a question that many people have. While some researchers investigated factors that make it less effective for students, others focused on factors that improve it. Some even examined everything in unison, both the positive and negative aspects. According to Leong and Ahmadi (2017), conducted research to determine the factors influencing English language acquisition. They discovered that a variety of factors can have an impact. Some are about the individuals in your immediate vicinity, some are about your educational experiences, and some are about who you are. Thus, a multitude of factors exist that can contribute to an engaging English language learning experience, all of which are interconnected in unique ways.
A few factors can impact English language learning. Leong and Ahmadi (2017) stated that these items fall into various categories. One concerns a person’s ability to think or read and their attitude toward learning. Another concern what the individual already understands about English. Social factors were also examined, including the origins and opinions of the language. The circumstances also matter, such as when someone is a newcomer and needs to make friends or simply wishes to expand their language skills. The quality of the teachers and the learning environment are also essential factors in the learning environment. Remember the person learning, including their age, emotions, and level of desire.
The categorization of factors that impact English language learning was done reasonably well by Leong and Ahmadi (2017); however, the effects of individual characteristics on learning were not examined in great detail. Certain aspects of the groups, such as age, motivation, and attitude, are pretty obvious, but many other elements are less so. We would like to know the precise mechanisms by which each of these groups influences the acquisition of English as a second or foreign language. By examining each item in greater detail, this study seeks to address that. Finding out all the little details, such as the precise mechanism underlying each component and how each one influences English language acquisition, is what we hope to accomplish. It resembles trying to figure out each piece’s secrets.
A thorough study on the subject of learning any second language, not just English, was conducted by Scarcella (2005). Scarcella’s goal was to identify the various obstacles facing language learners. Speaking a second language is a complex process, according to Scarcella. Each section has unique elements that may present challenges for the student. Scarcella explains, for instance, that learning English when you’re younger is different from learning it when you’re older—by at least thirty years. According to Scarcella, an individual’s challenges in learning English while young do not correspond to those encountered later in life. Therefore, Scarcella examined all of these scenarios to determine what factors contribute to each person’s difficulty in learning a foreign language. No matter what stage of a language learning process you’re in, there are a few things you should consider, according to Scarcella 5. To begin with, age is important. It’s crucial that you speak your native tongue, too. Don’t forget to consider your personality and your individuality. Finally, figure out your motivation for learning the language. For anyone attempting to learn a new language, according to Scarcella, these items are essential. These are some things to consider in order to facilitate learning a new language, regardless of how long you’ve been studying.
Scarcella (2005) concurs with Leong and Ahmadi (2017) regarding a few points, such as age, motivation for learning, and personality type, which are crucial for learning languages, including English. However, similar to Leong and Ahmadi, Scarcella did not examine all the factors that influence how easy or difficult it is to learn English. Scarcella discusses the stages involved in learning a new language and how they are somewhat complex, but she doesn’t go into detail about what makes each step simple or difficult. This research aims to close those gaps by examining each factor in more detail and analyzing how it facilitates or hinders English language acquisition. They seem to have discussed similar topics, but there’s
According to Thi Nguyen, Warren, and Fehring’s (2014) analysis of college English instruction, understanding English acquisition requires an examination of the teaching methods. They think there is a close relationship between teaching and learning. They contend that a great deal of what makes learning English simple or difficult for students is related to the way teachers instruct. In like manner, they accept it is basic to look at both the understudies and the ways in which instructors are helping them in learning. They fight that a student’s capacity to memorize English is enormously impacted by the environment and strategy of instruction. This ponder points to investigate this relationship encourage and look at the affect of instructing on college English dialect acquisition.
The inquire about conducted in a Vietnamese college by Thi Nguyen, Warren, and Fehring (2014) is said to be pertinent to any setting where English is instructed or learned. They examined significant themes with respect to the instructing and learning of English. They fight that the objective of instruction is vital, as are the strategies and assets utilized by teachers, such as resources and books. It is additionally argued that academic hones play a critical part within the things. In this way, whether you live in Vietnam or some place else, these components are basic for guaranteeing that individuals secure English viably. The reason of this ponder is to pick up a more profound understanding of these factors and look at their impacts in different settings.
According to Thi Nguyen, Warren, and Fehring (2014), teachers’ strategies, objectives, and approaches to instructing have a noteworthy affect on other components, such as inspiration. They are talking about the challenges that can emerge for understudies when instructors utilize ineffectual educating techniques, such as gloomy educating strategies or inadequately dialog time. They clarify that problems can also arise from teachers giving unclear instructions. Hence, poor instruction has an impact on students’ motivation to learn as well as their ability to acquire English. This study aims to investigate these factors in greater detail and determine how they relate to improving English language learning.
Though their research is fairly narrow, Thi Nguyen, Warren, and Fehring (2014) make a strong case for the impact of instruction on English language acquisition. They only consider teaching and how it aids in English language acquisition, and it’s all about one location. It follows that they may overlook additional crucial elements that are equally vital for their English language education. If one is overly preoccupied with teaching, they may neglect other aspects of language acquisition that are equally vital. They appear to be gazing out of a tiny window at a large picture outside. The goal of this research is to truly understand what supports or hinders English language learning in various contexts, rather than focusing only on instruction.
While teaching is a crucial part of learning English, it is not the only factor. Thi Nguyen, Warren, and Fehring (2014) examined education alone, making no attempt to relate it to other relevant domains. This research aims to address that. It is well known that effective English learning requires a combination of instruction and other factors. In the event that we look at instruction in confinement, we may fall flat to see the ways in which it interatomic with other vital components. In this way, the objective of this think about is to illustrate the coordinate associations among all the components that impact learning English. It’s comparable to piecing together confuse pieces to see the huge picture of what encourages or ruins English dialect learning.
In a comprehensive book on moment dialect securing, Freeman and Freeman (2011) dive into the complicated domain of English dialect learners. They start by analyzing these English dialect learners’ foundations. They depict the gather as assorted, comprising people who have chosen to memorize English on their possess for discussion or status, as well as children raised in homes where two or more dialects are talked. Agreeing to Freeman and Freeman (2011), there’s differences among these English dialect learners. There are a few distinctive sorts of learners. They’re illustrating that anybody who needs to include English to their collection of dialects can do so, in any case of age. The objective of this ponder is to grow on this information and encourage investigate the components that make considering English special. According to Freeman and Freeman (2011), the requirement to acquire and use English is universal, regardless of the motivation behind someone’s decision to learn the language or how different they may be from one another. As a result, they must put in more effort than those whose first language is English. Learning English can be compared to having two tasks: learning the language and doing all of your daily work in it.
Discussion
Numerous books and articles discuss the factors that influence English language learners. It is claimed that there are two main categories of information: learner-related information and teacher-related information. Zhao and Long (2019) state that these factors may have positive or negative effects on someone learning English. The variables that are learner-related are those that originate with the learner, such as personal attributes that they can influence. Therefore, the things that the person learning English brings to the table are either helpful or not helpful. This study aims to investigate these factors in more detail to determine their actual effects on English language learners. Learner-related factors, to put it simply, are about how people perceive, comprehend, and use English. Conversely, teacher-related factors originate from the teacher and their methods of instruction. The strategies and tactics teachers employ to assist students in learning and using English are crucial (Zhao & Long, 2019, p. 2).
Student Related Factors That Effect English Language Learning
Motivation
Motivation is critical for English language learners, according to Zhao and Long (2019). Just like a person’s desire to learn, motivation exists. There are two ways it can originate: externally, or through an external source, and it’s referred to as “extrinsic motivation.” Motivation affects learning English in a variety of ways, both positively and negatively, according to Zhao and Long. It influences their interest level, thoughts on the language, attitude toward learning, and aspirations for becoming proficient in English. Motivation appears to be a critical component in an individual’s English language learning process.
When you first start learning English, motivation is crucial. An enthusiastic and motivated learner is more likely to start learning English quickly and consistently. This drive for learning excites the student and increases their desire to comprehend every aspect of learning English so they can use it effectively (Zhao & Long, 2019, p. 3). Conversely, a learner suffers from a lack of motivation. Their curiosity and interest are piqued, which is necessary for them to engage with the course materials and improve their English language comprehension. Put simply, learning is easier when you’re enthusiastic and prepared, but harder when you’re not motivated. Other benefits of motivation include the ability to work continuously and a positive outlook. These are crucial for everything you’re trying to learn in a foreign language, not just English (Zhao & Long, 2019, p. 5).
Linguistic Knowledge
Language knowledge is another factor that influences learning English, according to Ringbom and Jarvis (2009). This refers to the level of proficiency a person has in either their native tongue or other languages. Depending on how similar or dissimilar those languages are to English, learning English can either become easier or harder. Learning English can be facilitated if the first language or other languages share similarities with English in terms of words, grammar, or letters. Therefore, a person’s prior language proficiency can either help or hinder their ability to learn English. When your first language and English are somewhat related, learning English becomes easier; when they are unrelated, it becomes more difficult. The real issue arises when you attempt to learn English by applying the conventions and practices of your native tongue incorrectly. This can seriously impede one’s ability to learn English. It’s possible that in order to truly learn English, you’ll need to let go of or adjust the conventions and practices of your native tongue. This may prove to be quite difficult, particularly if the regulations are well-established and difficult to alter (Ringbom & Jarvis, 2009, p. 4).
Speaking a second language before learning English can be very beneficial, especially if the languages are somewhat related, according to Ringbom and Jarvis (2009). There are similarities, so it’s like having a head start. Furthermore, a person with extensive language proficiency may have developed an effective method for picking up new tongues. When attempting to learn and become proficient in English, the tips and experiences from learning other languages can be really helpful. Therefore, having knowledge of other languages can actually facilitate and improve the effectiveness of learning English. Comparing someone who has never learned a new language to someone who does is a little unfair. It facilitates learning strategies, applying knowledge from the target language, and comprehending synonyms. Furthermore, it facilitates effective communication by making it simpler to learn how English sounds (Ringbom & Jarvis, 2009, p. 5).
Age, confidence, and personality.
Mahmoudi (2015) discusses the significance of an individual’s age, personality, and level of confidence in learning English. Age, which refers to a person’s stage of life, is significant because it has an impact on brain function. Younger people typically have more malleable brains and are better at picking up new skills, like language acquisition. Age has a correlation with cognitive ability, which governs memory and learning. It is believed that younger people are more adaptable and have an easier time picking up new skills, like language learning. Remarkably, older adults make up for their lack of brain plasticity or flexibility with well-developed cognitive and metacognitive abilities and tried-and-true learning strategies, which will probably help them acquire a new language like English more quickly (Mahmoudi, 2015, p. 2).
According to Mahmoudi (2015), a person’s personality and confidence are influenced by their self-esteem and attitude toward learning English. Learning necessitates taking risks and occasionally making errors. When someone chooses to use English, confidence and personality are important, even if they are not native speakers and may make mistakes. Individuals who are confident in their abilities, gregarious, and enjoy social interaction tend to pick up English more quickly and effortlessly than those who are insecure, bashful, or dislike social interaction. It’s similar to how being confident in yourself and willing to communicate greatly aids in learning English.
According to Mahmoudi (2015), these personal qualities—being open to communication, feeling good about oneself, and knowing another language—usually go hand in hand. They have the potential to facilitate or hinder English language learning. For instance, learning English more quickly is made easier for someone who is outgoing, confident, and speaks another language. It seems that a combination of these resources is more beneficial to English language learners than any one of them alone. Thus, learning English becomes simpler and quicker when all of these characteristics or elements are present (Mahmoudi, 2015, p. 4). A person may find it more difficult to learn English if they possess all of these characteristics. To learn or use English effectively, for example, it can be much more difficult for someone who isn’t excited and feels shy, quiet, or nervous about using the language with others.
Teacher Related Factors That Effect English Language Learning
Subject Mastery
A teacher’s subject mastery—that is, their proficiency in teaching and understanding English—is a crucial factor, according to Mahmoudi (2015). It has a significant impact on the students when a teacher is truly proficient in English. Confidence in teaching English is just as important as providing clear instructions. A teacher can deliver quality instruction and boost students’ confidence when they are confident in their English language abilities. English learners therefore benefit greatly from having a teacher who is confident in her command of the language and truly knows it well (Mahmoudi, 2015). According to Mahmoudi (2015), a teacher who is fluent in English is better able to provide clear instructions and feel confident in their instruction. This results from a thorough knowledge and comprehension of English and its learning process. In addition to providing accurate answers to queries from students, competent teachers also break down complex English language ideas so that learners can grasp them (Mahmoudi, 2015, p. 5-6).
Proficiency in English also contributes to a teacher’s increased respect and trust from both students and other educators. Students are more likely to trust their English teacher when they think they are knowledgeable. Students who feel trusted by their teachers are more motivated to perform well, put in more effort, and value what they learn (Mahmoudi, 2015). All of these things are crucial for someone learning English. Teachers who are proficient in English are respected by their peers. How well a teacher is respected in the teacher community can have an impact on how well their students perform in a subject, such as English (Sulistiyo, 2018, p. 2).
For students who are attempting to improve their English, having a teacher who is well-liked by other educators can therefore make a big difference. Students are more likely to perform better or at least try harder when they have a well-liked and respected English teacher. On the other hand, because people tend to avoid those with a bad reputation, a teacher’s standing among other educators may have an impact on the academic performance of their pupils. Sulistiyo (2018) asserts that a teacher’s aptitude for teaching English is determined by more than just their command of the language; it also depends on their ability to solve problems and be adaptable.
Teaching Experience and Style
A teacher’s proficiency in English is directly related to their style and experience in the classroom. It concerns the length of time an educator has spent instructing students in English as a second language, as well as the typical method they use. This influences the activities, assignments, and resources that teachers use when instructing students in English, which in turn affects the learners (Sulistiyo, 2018). Learning how a teacher teaches has a direct impact on how well a student understands and uses English, which is important when learning a second language. An educator with a lot of experience teaching English will possess useful techniques and abilities that can significantly impact a student’s ability to learn the language.
Long-term experience, for instance, allows teachers to be more flexible in their teaching methods and styles, which they can then modify to better meet the needs, interests, and skill levels of their students as they progress through their learning process. Furthermore, more experienced teachers of English as a second or subsequent language are flexible in that they can recognize when a particular style or method of instruction is not working and adapt it to the needs of the student. Not to be overlooked is the impact that a teacher’s style has on students’ motivation, attitudes, and engagement throughout the learning process. The relationship between teaching experience and style and the ways in which subject mastery influences English language learners is noteworthy. Specifically, experience shapes teaching style and influences learners’ overall effectiveness (Sulistiyo, 2018, p. 3). Mastery is a result of acquisition of experience.
Questioning Behavior
Sulistiyo (2018) argues that question behavior in the context of second or subsequent language acquisition entails using tests to assess a learner’s progress or comprehension of the material as well as to elicit, check, and extend a response. Tests can be either subprime, meaning a significant amount of weight is attached to the test, or inconsequential, meaning their purpose is merely to pinpoint a learner’s shortcomings and help them become more refined. Nevertheless, a learner’s capacity to become fluent in English is greatly influenced by the probing nature of their English language teacher. It accomplishes this by providing feedback and evaluating the linguistic growth and advancement of the students. In addition to assessing students’ comprehension, a teacher who uses effective questioning techniques also pushes students’ understanding in ways that are critical to language development (Sulistiyo, 2018, p. 4).
Sulistiyo (2018) asserts that a key component of the so-called “feedback loop”—which monitors and analyzes students’ language development with the goal of enhancing it—is appropriate questioning behavior. Both positive and constructive criticism offers the direction needed to advance and achieve ultimate proficiency in learning English or any other second language. Inquiring questions from students and closely monitoring, improving, and correcting them also build rapport between the teacher and the learner, which may have an impact on the latter’s performance or advancement as an English language learner. Relationship building is essential for academic and emotional learning support and can make the difference between learning failure and success. Additionally, this support helps the learner maintain their expectations, enabling them to modify them in ways that will improve their process of learning the English language (Sulistiyo, 2018, p. 5).
Conclusion
The process of learning a second language is intricate and multifaceted, influenced by a wide range of factors. These elements have a proportionate effect on both the teacher and the student. In terms of the learner, factors such as age, confidence, motivation, linguistic background, and personality influence the learner’s capacity to pick up English as a second or subsequent language. Subject expertise, style, experience, and questioning techniques all have a significant impact on the English language learner on the part of the teacher. It is also important to note that the aforementioned factors frequently influence an English language learner’s capacity to master the language by acting in concert with one another rather than acting alone. That is to say, learner-related factors, as well as teacher-related factors, often work in unison to impact the abilities of the English language learner to learn the language.
References
Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition. Heinemann Educational Books. http://tesl-ej.org/wordpress/issues/volume5/ej20/ej20r5/
Leong, L., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41. https://www.sid.ir/paper/349619/
Mahmoudi, S. (2015). Internal and external factors affecting learning English as a foreign language. International Journal of Language and Linguistics, 3(5), 313. https://www.researchgate.net/profile/Asgar-Mahmoudi/publication/281859050_Internal_and_External_Factors_Affecting_Learning_English_as_a_Foreign_Language/links/55fbea0508ae07629e07c6e4/Internal-and-External-Factors-Affecting-Learning-English-as-a-Foreign-Language.Pdf
Scarcella, R. (2005). Some key factors affecting English learners’ development of advanced literacy. Developing Advanced Literacy in First and Second Languages, 219-236. https://books.google.com/books?hl=en&lr=&id=X7GRAgAAQBAJ&oi=fnd&pg=PT219&dq=Scarcella,+R.+(2005).+Some+key+factors+affecting+English+learners%E2%80%99+development+of+advanced+literacy.+Developing+Advanced+Literacy+in+First+and+Second+Languages,+219-236.+&ots=04rVHf8EFM&sig=0Xea3H_j_WLoQXpV-WDJdSJIle8
Ringbom, H., & Jarvis, S. (2009). The importance of cross‐linguistic similarity in foreign language learning. The Handbook of Language Teaching, 106-118. https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781444315783 – page=120
Sulistiyo, U. (2018). Factors affecting English language learning in English as a foreign language (EFL) context: a literature review study. Indonesian Journal of Educational Research. http://ijer.ftk.uinjambi.ac.id/index.php/ijer/article/view/54
Thi Nguyen, H., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching. https://eric.ed.gov/?id=EJ1076004
Zhao, H., & Long, S. (2019). A factor analysis of motivation-behavior affecting factors among Chinese College-English learners. English Language and Literature Studies. https://pdfs.semanticscholar.org/8dca/3dc175cc218bf244ff81469aea68e00f182e.pdf
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