Exploring the Challenges of Learning English as a Second Language in Somaliland
DOI:
https://doi.org/10.54855/ijli.25436Keywords:
Language Learning, Language Barriers, Teaching MethodsAbstract
English language learning remains a significant challenge in Somaliland despite years of formal instruction across various educational settings. This study investigates the persistent difficulties experienced by English learners, focusing on students at Moon College, one of the well-known English institutions in Hargeisa. It aims to explore why students continue to struggle with English proficiency even after extended exposure. Using a qualitative research design, the study involved key informant interviews with eight English teachers and four focus group discussions with 24 students. Data were gathered through open-ended questions and analyzed thematically. The findings revealed three main categories of challenges: instructional barriers (such as outdated teaching methods and lack of qualified instructors), environmental factors (including limited English exposure beyond the classroom and weak support at home), and psychological obstacles (low confidence, poor motivation, and cultural reluctance to use English). Students reported difficulties in pronunciation, grammar, listening, and academic writing. Despite these challenges, some learners used platforms like Duolingo, YouTube, and Artificial Intelligence (AI) tools to improve skills. The study recommends curriculum reform, enhanced teacher development, and integration of technology in instruction.
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