An Analysis of Perceived Learning Difficulties in English Among Secondary School Students: Underlying Causes and Strategic Interventions

Abstract

This research examined the perceived challenges in learning English faced by secondary school students in District Multan, together with their root causes and possible remedies. A correlational design was employed, and information was collected from 1155 students (from a total of 1505). Descriptive findings indicate moderate to high levels of difficulty, particularly in verbal communication, auditory comprehension, enunciation, and syntax. The main factors involved were restricted opportunities for practice, unproductive instruction, and emotional obstacles. A slight affirmative association (r = 0.421, p < .001) between classroom conduct and work ethics suggested that contextual elements are tightly to the difficulties faced by students. While Inferential analyses revealed notable variations in relation to gender, class level, school sector, and study practices, factor analysis confirmed the effectiveness of the instruments. There were no discernible differences between private and public schools. To tackle these widespread challenges in the study indicates that learner-centered and holistic methods are effective for studying English.