English Language Learners Barriers and Frustrations: Student Perceptions

Abstract

This qualitative study explores the academic barriers and frustrations faced by English Language Learners (ELLs) as they transition into Western higher education. Using a basic qualitative research design, data were collected from eighteen adult ELLs enrolled in ESL programs at three adult learning centers and community colleges in Indiana, United States. Participants shared perceptions of challenges encountered prior to and during their higher education experiences. Findings revealed persistent language-related barriers, including pronunciation difficulties, limited vocabulary, grammatical challenges, low confidence, inadequate instructional environments, limited opportunities for practice, and insufficient learning materials. The study also identified systemic shortcomings in English instruction within non-English-speaking countries that negatively affect long-term academic success. Additionally, challenges faced by non-native English-speaking instructors, such as instructional anxiety and reduced effectiveness, were noted. The findings highlight a gap in the literature regarding effective instructional strategies and materials to mitigate these barriers. Implications underscore the need for equitable resources, qualified instruction, and supportive learning environments to promote academic success for adult ELLs in higher education.