LINGUISTIC CHALLENGES FACED BY SECONDARY SCHOOL STUDENTS IN LEARNING ENGLISH

Azmat Ullah; Muhammad Junaid Siraji; Khan Shabnam Razaq

Authors

Dr Azmat Ullah (Corresponding Author) Assistant Professor, Institute of Education & Research (IER), Gomal University, DIKhan, KPK, Pakistan. , Gomal University
Dr Muhammad Junaid Siraji Assistant Professor, Institute of Education & Research (IER), Gomal University, DIKhan, KPK, Pakistan. , Gomal University
Dr Shabnam Razaq Khan Assistant Professor, Institute of Education & Research (IER), Gomal University, DIKhan, KPK, Pakistan. , Gomal University

Keywords:

English Language Learning & Linguistic Challenges, Secondary School Students & Khyber Pakhtunkhwa, Pashto; Saraiki; Speaking Anxiety & Vocabulary, Writing Mechanics & Grammar, Second Language Acquisition

Abstract

This study investigated the linguistic challenges faced by Grade 10 students in public high schools in District D.I. Khan, Khyber Pakhtunkhwa, Pakistan. It aimed to identify the major difficulties students encounter in learning English, examine differences between Pashto-speaking and Saraiki-speaking students, and investigate gender-based variations in linguistic challenges. A quantitative descriptive survey design was employed to collect data from secondary school students using a structured questionnaire. Descriptive statistics, including mean scores and standard deviations, were used to identify the most prominent challenges, while inferential statistics were applied to examine differences between language-background and gender groups. The findings revealed that Speaking Skills and Pragmatic Anxiety (M = 4.18) and Writing Mechanics (M = 4.02) were the most prominent areas of difficulty. The results also indicated significantly greater phonological challenges among Pashto-speaking students (p < .001, d = 0.68). Although the overall gender comparison did not reveal a statistically significant difference, female students reported significantly higher oral anxiety (p = .003, d = −0.31). These findings highlight the importance of addressing pronunciation difficulties, writing weaknesses, first-language transfer, and speaking anxiety in English language instruction. The study recommends communicative language teaching, structured writing practice, targeted pronunciation activities, supportive classroom environments, and teacher professional development. The findings may inform English language teaching practices and educational planning for improving English proficiency among secondary school students in Khyber Pakhtunkhwa.

D.O.I. https://doi.org/10.5281/zenodo.23940948

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