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International Journal of English Language Education

.: Home > International Journal of English Language Education > 2013 > Volume 1 Number 1 > 1. Thongma Souriyavongsa (Corresponding author); 2. Sam Rany; 3. Mohamad Jafre Zainol Abidin; 4. Leong Lai Mei

Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

1. Thongma Souriyavongsa (Corresponding author); 2. Sam Rany; 3. Mohamad Jafre Zainol Abidin; 4. Leong Lai Mei
1. School of Educational Studies, Universiti Sains Malaysia, Malaysia; 2. School of Educational Studies, Universiti Sains Malaysia, Malaysia; 3. School of Educational Studies, Universiti Sains Malaysia, Malaysia; 4. School of Educational Studies, Universiti Sains Malaysia, Malaysia
Abstract :
It has been generally well-known that most people faced some problems in learning English 
as a second or foreign language in non-English speaking countries; for example, in Lao 
People Democratic Republic (Lao PDR). This paper has a main purpose to explore 
students-teachers’ weakness towards English language learning as a foreign language of a 
Continuing Summer Program for Bachelor’s degree of Teacher Education in English at the Faculty of Education (FOE), the National University of Laos (NUOL) in Lao. A study 
focuses on the reasons that impact on their poor English performance. Data were drawn from 
the question “Why Lao students weak in English?”. This question was administered to 30 
English students-teachers in order to respond with their own views. Each respondent listed 
ten reasons that mentioned why students are poor in English language performance. Based on 
the findings of this research, main causes have been included namely: first, the majority of 
students stated that the English teachers are not well-trained; for instance, they use Lao 
language when teaching, so they cannot perform well to attract the interest of the student. 
Secondly, students lack of English foundation background. Third, students lack of confidence 
to use English because they are afraid of mistakes and shy feeling. Fourth, the curriculum is 
inappropriate for helping students to improve their English proficiency. Last but not least, 
English language is difficult to learn due to students are not well-motivated, encouraged and 
gained learning strategy. Furthermore, students do not practice speaking English with English 
native speakers, and class environment is crowded and noisy that is not fulfilled with 
teaching pedagogy. 
Keywords :
: English language learning, factors, weakness

Date Deposited : 25 Apr 2014 14:24

Last Modified : 25 Apr 2014 14:24

Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/3100/2631

Volume 1, Number 1, - 2013 , ISSN 2325-0887

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