Examining the factors influencing English as a Second Language learning: A teacher's perspective in the case of Walasmulla Educational Zone, Hambantota District, Sri Lanka

Abstract

This study investigates the factors influencing English as a Second Language (ESL) learning from teachers' perspective in the Walasmulla Educational Zone, Hambantota District, Sri Lanka. Recognizing the challenges students face in learning English, it seeks to answer these key research questions: a) What psychological factors influence ESL learning in Walassmulla Educational Zone? b) What social factors affect ESL learning in the same context? and c) What are the teachers’ recommendations for addressing these challenges in the selected context? The study used qualitative data from fifteen randomly selected English language teachers. Data was collected through questionnaires and semi-structured interviews, while thematic analysis was employed for qualitative data analysis. The results revealed that psychological factors, such as students' shyness, fear of speaking, negative teacher evaluations, and lack of confidence and motivation, significantly hindered ESL learning. Additionally, social factors like classroom behaviour, exposure to the language, family background, and the perception of English as merely a subject further affected their progress. The study highlights practical recommendations to address these psychological and social barriers, offering insights into overcoming the challenges of learning English in the Sri Lankan context. This research underscores the importance of addressing psychological and social factors in enhancing ESL education.