CHALLENGES IN LEARNING ENGLISH AND

FAMILIARITY WITH SPECIALIZED LANGUAGE:

AN INSTRUMENTAL CASE STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 119-131
Document ID: 2023PEMJ1144
DOI: 10.5281/zenodo.8316678
Manuscript Accepted: 2023-2-9
Psych Educ, 2023, 13: 119-131, Document ID:2023 PEMJ1144, doi:10.5281/zenodo.8316678, ISSN 2822-4353
Research Article

Challenges in Learning English and Familiarity with Specialized Language:

An Instrumental Case Study
Dianne Marie F. Pingcas*, Dhan Timothy M. Ibojo
For affiliations and correspondence, see the last page.
Abstract
English is widely regarded as the universal and the most widely spoken language in the world.
However, some students need help learning English because they have been used to a specialized
language they can only understand. Studies on improving English proficiency using coping
mechanisms are effective in giving solutions to this problem. The problem is that they need to pay
more attention to the problems faced by some students who struggle to learn English due to
specialized language. Therefore, this instrumental case study explored the experiences, challenges,
coping mechanisms, and insights of the Based- English students at Davao de Oro State College-New
Bataan Campus. There were 5 purposively selected participants in the BSEd-English program who
participated in this study. Findings revealed that they have various problems in learning English and
use coping mechanisms to deal with it. In the results also, they suggested having programs and
activities that will be helpful for the students to improve their English proficiency skills. The study
ends with insights and recommendations that will be beneficial for the students to improve their
English proficiency skills.

Keywords: english language, specialized language,experiences, challenges, coping mechanisms, insights,

instrumental case study, Philippines

Introduction because more and more studies have highlighted the

importance of learning the English language.

Considering English is the most widely used language
in the world today, its significance is paramount and
cannot be underestimated. As a second language,
English is a mandatory requirement for students in
most developed nations to acquire (Chandran &
Hashim, 2021). Yen & Mohammad (2020) assert that
English holds a global reputation as the universal and
most widely spoken language. As a result, English is
taught from preschool through postsecondary
education, offering children improved prospects for
quality education and a successful career upon
mastering the language. Many students are facing the
challenge of insufficient English language proficiency,
with some of them relying on specialized language for
identity and belonging within specific groups. As a
result, the focus on mastering the English language has
diminished for these students.
A previous study at King Saud University in Saudi
Arabia revealed that a small percentage of students
struggle to master the English language. To examine
the challenges and start looking for answers to help
them adjust, students must come up with solutions to
various situations. Learning blockages, as mentioned
by Reis (2004) and noted by Schwab & Elias (2014),
is one of these students’ issues. Azar & Tanggaraju
(2020), cited by Ismail et al. (2014) and Pfenninger &
Singleton (2016), state that English language teachers
should focus on the problems students frequently have
with grammar, vocabulary, syntax, and other topics
In the Philippines, according to Pillo et al. (2019),
language is so powerful that many people can easily
influence it with specialized language. With the
change of the specialized language, learning another
language is now difficult and disappearing, especially
among young people. This sees a problem in learning
English as a specialized language becomes part of
classroom communication. The influence that
surrounds each person has made learning another
language dangerous. It is gradually being replaced and
changed.
This study was anchored on Lev Vygotsky’s
Interaction Theory of Language Development. In this
theory, students learn a new language best by
interacting with others. As their classmates use
specialized language, they will adapt and learn the
language they used. Students have been using
specialized language that only a few can understand in
school. As one will sit and listen to the group using
specialized language, they will learn the specialized
language easily as the theory has supported that
learning a new language will get from interaction. This
assumption holds since English is not the student’s
first language, and their environment has been
accustomed to the specialized language. According to
Vygotsky (2012), all interactionists think that children
naturally interact with their environment to learn the
language, which is, more significantly, their parents or
caregivers.

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Psych Educ, 2023, 13: 119-131, Document ID:2023 PEMJ1144, doi:10.5281/zenodo.8316678, ISSN 2822-4353
Research Article
Challenges in learning English are evident in some
English major students in Davao de Oro State College-
New Bataan. Specialized language is their language of
communication which they are comfortable using it.
They are fluent when it comes to conversing with
others using specialized language. However, in using
English inside the classroom, they have difficulty
constructing even short sentences when their
instructors call them. At their level, they still struggle
to learn English. The researcher has observed that
students are more proficient in specialized language
than in the English language. The English language
serves as the medium of instruction in the school.
Though some researchers have studied English
language learning, there are rarely researched cases
that cause them to have challenges in learning English
because of too much using specialized language. From
this point of view, this study needs to be conducted to
know the experiences, challenges, coping with the
challenges in learning English, and students’ insights.
Research Questions
This study investigated major English students’
experiences, challenges, and coping with the
challenges of learning English and insights.
Specifically, this study sought to address the following
research questions:
1. What are the experiences of the English major
participants with specialized language in learning
English?
2. What are the challenges of the English major
participants with specialized language in learning
English?
3. What are the insights gained by the English major
participants from their experience of having a
specialized language?
4. What are the insights gained by the English major
participants from their experience of having a
specialized language?
Literature Review
Experiences of students having specialized
language
The primary reason for this lack of fluency in speaking
English is attributed to a deficiency in skills,
inadequate understanding, and insufficient practice
with the language. Learners often struggle to express
themselves due to fear, hesitation, and a reluctance to
make mistakes. The acquisition of essential vocabulary
and regular practice become essential for overcoming
Pingcas & Ibojo
these challenges and achieving fluency in English
(Syafiq et al., & Okta-viana, 2021).
Moreover, studying English is essential in education,
as cited by Dutta (2020). Children are instructed in and
encouraged to pick up English as a second language in
many different nations, even in nations where it is not
a recognized language. Many curricula in the fields of
science and engineering are written in English. Most
research and papers on any given scientific topic will
be written in it as it is the predominant language in the
sciences. To make the course material more accessible
to overseas students, many university students’ study
practically all of their topics in English. The primary
language of instruction in schools and institutions
continues to be English. English is the language that is
used to write a lot of books.
Furthermore, having an interest in learning English
takes a lot of time since interest also depends on the
motivation of the students. According to Qodratillah
(2011), motivation is an urge that comes from within a
person, either consciously or unconsciously, to carry
out an action with a specific purpose or attempt to
cause a person or specific group of people to be
motivated to carry out an action because they want to
achieve the goals they want or feel satisfied by action.
Also, specialized language can be restrictive from the
perspective of both the learner and the teacher, who
may rely only on their language to transmit all
meaning. Bishop Elizabeth A. Eaton (2018) describes
a friend’s difficulties when attempting to explain the
Advent season to someone unfamiliar with the church
calendar. The issue was that the speaker's
understanding of the significance of Advent was based
on their exclusive experience because a more thorough
explanation of their experience would be difficult to
convey when they sought to explain the phrase, they
discovered that they had to rely on the rote recollection
of the term's definition.
Moreover, another experience in learning English is to
learn it through various media. According to Haryudin
and Efransyah (2020), learning media play a
significant role in the teaching and learning process in
the classroom. Learning media can be defined as
anything that can transmit messages from existing
sources in a planned way, creating an environment
conducive to learning and enabling the recipient to
carry out the teaching and learning process
s u c c e s s f u l l y . A c c o r d in g to R i s t y a n i &
Nurhayati(2019), the media is a tool utilized by
teachers in the classroom that enhances the
effectiveness of instruction. While Wahyuni &
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Research Article
Yokhebed (2019) assert that learning media are
instruments or instruments used to aid in the
dissemination of information during teaching and
learning activities.
In addition, English is an international language used
to communicate in many facets of worldwide societal
life, according to Syamsuddin (2018). Communication
involves reading letters, reports, writing, speaking, and
listening. According to Syamsuddin (2018), language
is a tool to communicate with others and the
environment. One person and another can
communicate the message that is intended to be
conveyed using the same language. It requires a
method for the user to use the tool because language is
a tool. Skill is the ability to use such tools proficiently.
Using the English language sometimes felt
intimidating to speak shared by one of the informants
of this study. He sometimes compared himself to
others, why they were fluent, and he was not. He is
afraid to commit mistakes and to be shamed by
someone if he ever commits mistakes. The current
study concentrates on individual English language
learners, their learning difficulties and needs, and their
reflections on their weaknesses because the difficulties
in learning the English language also have to do with
individual cognitive differences (Pfenninger &
Singleton, 2016).
On the other hand, the usage of specialized languages
from a breadth and depth of knowledge is discussed by
Lessard-Clouston (2006). The linguistic information
someone possesses about a certain subject is their
breadth, and their capacity to use and impart that
knowledge to others is their depth. According to
Lessard-Clouston, research increasingly demonstrates
a connection between communicative ability and
linguistic proficiency, as evidenced by the breadth and
depth of lexical terms. In other words, effective
communication cannot occur without a thorough
comprehension and accurate application of vocabulary
phrases. If lexical competency is not attained, meaning
cannot, at the very least, be presumed to be uniform.
Therefore, when students pick up and use the local
lingo, they become genuinely integrated into a social
or academic environment.
Also, Schoerning (2013) investigates how specialized
language affects students' capacity to absorb
information. She observed that students who were
taught using the more streamlined language
(Anglicized) could replicate the material they were
taught better than those who used specialized
language. She claims that one explanation for this is
Pingcas & Ibojo
that a more inclusive and recognizable vocabulary
lessens the sense of alienation and exclusion that can
occasionally be associated with specialized language.
In other words, by making the lesson’s language more
understandable to students, they are not diverted by
emotions of alienation from a particular group or
subject. They can instead concen trate on
understanding the lecture's actual substance.
It is not always about how to learn English directly by
exposing yourself to someone proficient enough in it;
we also learn English through reading books. One of
the informants shared that he learned English through
reading books. According to Rintaningrum (2019),
there are countless materials available online and in
bookstores as soon as you decide you want to study
anything. Including reading as a subject in both the
university curriculum and the classroom attests to the
significance of reading literacy. Reading literacy is
crucial in self-improvement, personal branding,
professional growth, education, and national
development.
Challenges of learning the English language
Learning English is more challenging, specifically for
students with specialized language, as they will face
many challenges. Almusharraf (2020) cited that
language teachers were given a relatively long time to
observe and evaluate their teaching methodologies and
the nature of their active participation in the language
development of their learners to understand their
learning drawbacks. The study makes use of the link
between language use and social interaction. For the
students to be self-directed, reasonable, cooperative,
and compassionate in their sociocultural language
learning environment, they were allowed to examine
their presumptions and views. According to
Almusharraf (2020), the learners' independence
enabled them to recognize their inadequacies,
motivated them to change their learning attitudes, and
significantly increased their vocabulary knowledge.
Therefore, struggling language learners must be given
adequate time and space to consider their learning
challenges and have a certain amount of autonomy to
come up with answers independently.
According to Ahamed (2013), teachers must focus on
why students have problems with their English
language pronunciation, spelling, vocabulary, and
grammar. So, with this, the drilling method and
constant practice can improve grammar and use
interactive lessons to make the class more interesting.
This will be helpful in the part of students in learning
the English language as there are ways how to solve it.
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Yee and Zainoalabidin (2014) assert that when
orientations are a concern, personal orientations like
self-assurance and a positive outlook support the
learning process because they are closely linked to
language acquisition results. Likewise, if English
language learners are confident and willing to make
mistakes, they will learn from them. On the other
hand, according to Davis (2005), in learning the
English language, interest is an attitude that follows
one's attention as it moves toward an attractive item.
Dealing is a distinct motivator that directs one's
conduct toward specific goals and dictates the
activities, preferences, or things someone values.
Furthermore, according to Raja (2011), the biggest
obstacles to learning English outside of the classroom
are a need for more exposure to the language and
fewer opportunities to practice it. Since English is our
second language, learning it differs from the proper
order to study it. As a result, students find it
challenging to study English outside of the classroom,
specifically students with specialized language that
they are used to it. The main focus of solutions is
training teachers to alter their linguistic behaviors and
promote fruitful student conversation by using more
reasoned arguments (Gillies, 2014).
In another study conducted in India, Choudhury (2013)
cited that if we think about teaching second or foreign
languages today, we frequently concentrate on the
growth of the four macro-skills. Mentioned skills are
the first major challenges that learners in English have
faced. The ability of the language used to use the
language with proficiency in various circumstances
depends on their mastery of the four language skills
listening, speaking, reading, and writing. Of course, a
school of thinking contends that linguistic components
and abilities are so deeply intertwined into a
language’s tapestry that they cannot be separated.
They cannot be split off without tearing that
language’s foundation apart. Although we support
teaching language skills in an integrated manner since
there is no denying the validity of such a viewpoint,
focusing on a single skill and its sub-skills is
occasionally necessary, especially in an environment
where acquisition is poor. Language instructors can aid
students of second or foreign languages in perfecting
particular language abilities in this way.
Another challenge that English language learners faced
was having no native speakers in English as a
preference in learning. Mahboob (2004) stated that
English language students view Native Speaker
Teachers (NSTs) as specializing in teaching oral skills
and regard them as role models for acquiring
Pingcas & Ibojo
pronunciation. Thus, we can conclude that Native
Speaker Teachers (NSTs) are valued more highly by
students as imitation models for the target language.
Put another way. They are role models for learning
pronunciation, accent, culture, and speaking. Students
prefer native Speaker Teachers (NSTs) as linguistic
role models. Additionally, it claims that students view
native-speaker teachers (NSTs) as their role models for
cultural immersion, accent, and target language
grammar.
Coping with the difficulties of learning English of
students with specialized language learning English
In his research, Mohammed (2018) looked at how to
deal with issues related to learning English as a second
language. This study concentrated on teachers'
perspectives on why learners struggle to acquire the
target language. The results demonstrated the
importance of approaches and strategies used with
students in teaching and learning. Therefore, teachers
need to create a practical teaching approach or plan to
help students master the English language. According
to his research, using authentic content is one of the
methods that can help students improve their language
and communication abilities. Conversely, vocabulary
skills, a key predictor of vocabulary increase in
English, was a person’s first language’s vocabulary
(Jackson et al., 2014). The learner’s proficiency in
their native tongue affects how well they will learn and
progress academically in their target language (Ajay,
2005). Another element strongly linked to ELL
students’ vocabulary size is articulation (Roberts,
2005).
Moreover, friendship support is essential from the
students’ social network perspective. Outside of
family, one of friends' roles is providing information
and incentives (Carolita, 2017). Some students find it
difficult to communicate their learning difficulties to
their families. They feel more at ease talking about it
with their friends. As they undertake the same tasks or
assignments, they assist one another by exchanging
ideas about instructional materials and harmonizing
their perspectives. This mutually beneficial
relationship may inspire them to develop their learning
abilities (Carolita, 2017).
Another study found that using reading materials is
another way to cope with the difficulties encountered
in learning English. In-depth reading has become a
significant part of contemporary research and
classroom instruction. According to researchers like
Day and Bamford (2008) and Hunter (2009), reading
significantly affects academic achievement. Through
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reading, children can gain substantial vocabulary,
syntax, and other linguistic knowledge that will
improve their ability to communicate in the target
language.
However, we are not native speakers of the English
since it is only our second language. To improve our
English-speaking skills, we must have at least an
experience to have conversation with a native speaker.
According to Fahari (2021) we can absolutely look for
a native speaker who speak English better than we do.
Because developing friendships with people who
speak English more fluently can inspire us to get better
at it ourselves. Making friends with someone who
speaks English well can help us have someone who
can help us get better at reading, writing, speaking, and
listening in English.
Furthermore, using specialized language, there are also
problems in it. Specialized language brings errors,
especially if that is incorporated into learning English.
There are made-up words in the specialized language
that some of the students have brought even in
learning the English language. Here comes now a
problem in too much using it. Khansir (2010) stated
that a foreign language learner who knows his target
language well could notice and rectify them when he
makes mistakes. However, occasionally he does not
recognize his faults. Errors are very different from
mistakes.
Additionally, in another study by Al-johali (2019),
vocabulary is considered the basic element in any
language, and its role is important in learning English.
Vocabulary development is essential for the growth of
the students' speaking, listening, reading, and writing
abilities, according to Celik and Kocaman (2016).
Grammar should come after vocabulary because
language and effective communication are impossible
without it. Additionally, vocabulary can improve
achievement, comprehension, and communication
(Celik & Kocaman, 2016). Additionally, it is thought
that language learners’ performance is improved by
broad vocabulary knowledge (Al-johali, 2019).
Programs and Activities that would be helpful in
Improving the English Proficiency Skills
One of them is by participating in competitions.
According to Fulu (2007), competitions should be
based on the actual topic taught in school, incorporated
into the curriculum, and used the competition results to
evaluate students since competitions effectively
encourage students and give them feedback. Good
competition should push the competitors to exceed
Pingcas & Ibojo
their most excellent effort. The participation of
students in extracurricular events should be
encouraged if the normal curriculum needs to be
sufficiently challenging.
Another activity that would help improve students’
English communication skills is joining organizations
or school clubs. Speaking skills are frequently
undervalued in education compared to reading and
writing abilities (EDK, 2010). This is an issue because
public speaking proficiency is necessary across the
curriculum and not only for a specific subject; it is a
tool for learning and knowledge assessment. (Lee,
Quin, and Valdes, 2013). English speaking club is a
supplement to learning English outside of the
classroom, concentrating on improving your English-
speaking skills (Yuliandasari & Kusriandi, 2018).
Elnadeef and Abdala (2019) define an English club as
a group of L2 students who frequently gather to
participate in activities and discuss shared interests or
aims.
Furthermore, this topic has been addressed in some
earlier research. Elnadeef & Abdala (2019) saw the
completion of a study on Saudi Arabian students.
According to the study’s findings, the English club
frees Saudi students from monotonous classroom tasks
and language anxiety, allowing them to practice
speaking English in a fun environment. The English
club enables students to hone their persuasive,
argumentative, and critical thinking abilities.
Furthermore, it is essential to help students develop
their oral communication abilities, according to
Melviza et al. (2017).
Methodology
This study is a qualitative study employed an
instrumental case study design for the researcher to
understand how specialized language helps students
with their challenges in learning English. Johnson and
Christensen (2000) stated that in an instrumental case
study, a researcher is usually interested in how and
why a phenomenon occurs as it does. This
instrumental case study was used to understand a
general case in a typical context, which is how an
instrumental case study is characterized. It enables the
researcher to better understand the experiences,
challenges, coping with challenges, and insights of the
English major students with specialized language.
Participants
The researcher in this study used purposeful sampling
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to select participants who could provide in-depth and
detailed information about their experiences,
challenges, and coping mechanisms (Creswell, 2007).
This generates the qualifying criteria each participant
must meet to be considered for this study. The
participants in this study were five students from
BSEd-English in Davao de Oro State College-New
Bataan Campus. The participants are identified as
having struggles with English and the experiences of
students with specialized language.
Instruments of the Study
This study used a semi-structured interview that the
researcher conducted. According to Creswell (2007),
interviews in qualitative research occur when
participants are asked general, open-ended questions
and record their answers. The researcher would use a
tool with a list of questions that could ask the
participants to share their experiences, challenges, and
coping with the challenges of students.
Procedure
The researcher underwent the guidelines on the
procedure of gathering the data. Before conducting the
in-depth interview, the researcher wrote a letter to the
College President, and the Branch Director sought
permission for the data collection process. After
obtaining permission, research participants were asked
to sign a consent form and informed of the study’s
intent.
The interview mode would be through an online
platform since the school is very strict regarding class
schedules, in which students need to follow. The
researcher would choose Google Meet as an online
platform for conducting in-depth interviews and
recording the participants’ responses through the
record feature of the platform. The interview would be
a maximum of 30 minutes, and the data was collected
and transcribed after.
Ethical Considerations
The participants were given a consent form indicating
their willingness to participate and avoid violating
some ethical concerns. The researcher has full
permission from the school heads, has went an
expedited review to Research Ethics Committee and
Research and Development Division to conduct the
study. In ensuring that the participants would not feel
threatened or forced by participating in the interview,
the researcher thoroughly discussed the procedures and
guidelines before conducting. Confidentiality is
Pingcas & Ibojo
instilled in interviewing to hide their identity and make
them feel safe in getting the data. The researcher asked
permission from the school heads with an endorsement
letter from the Office of the Dean of the Graduate
School of the Assumption College of Nabunturan.
When authorities granted permission, the researcher
approached and selected research participants for their
consent, and the interview followed.
Results and Discussion
The key participants in this study are five BSEd-
English students of Davao de Oro State College-New
Bataan Campus with specialized language and struggle
in learning English. Significant stories and experiences
are gathered and presented in this section. The
structured and emerging themes were made as bases in
the discussion of the findings in this study. Each theme
was linked to related literature and studies to add
substantially to the discussion.
Experiences in Learning English
This structured theme summarizes the views of five
BSEd-English students as to how they share their
experiences in learning English. The emerging themes
are challenging as a second language, starting to learn
English at a very young age, showing interest in a
foreign language, learning English from various
media, communicating with friends in English, feeling
intimidated to speak, and learning English through
reading. This is how the research informants shared
their experiences in learning English.
The informants describe their experiences learning
English as challenging as a second language. The
informants have shared that they struggled in learning
English, which is never easy. According to Syafiq et
al. & Okta-viana (2021). The most evident cause of
this inability to speak fluently is a lack of skill and an
inadequate understanding of and practice with English.
Due to their trepidation, hesitation, and fear of making
mistakes, learners find it difficult to express
themselves.
Starting learning English at a young age is required in
our curriculum. Since we were in Kindergarten, we
already had English in our curriculum. According to
Duta (2020), studying English is essential in
education. Children are instructed in and encouraged
to pick up English as a second language in many
different nations, even in nations where it is not a
recognized language.
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Learning the English language and being interested in
it will also be helpful. The informant shared that he
used various media in learning English. According to
Qodratillah (2011), motivation is an urge that comes
from within a person, either consciously or
unconsciously, to carry out an action with a specific
purpose or attempt to cause a person or specific group
of people to be motivated to act because they want to
achieve the goals they want or feel satisfied by action.
So in having an interest in learning English, one has
the motivation to push through themselves to pursue
learning it.
Learning English does not always dwell on just one
source; it has many ways of learning it. Learning
English from various media helps us to improve our
English communication skills, not just in one way. The
informant shared that he used various media in
learning English. According to Haryudin and
Efransyah (2020), learning media play a significant
role in the teaching and learning process in the
classroom.
In another experience of the informant using English,
English was used in communication with friends.
Practicing using the English language will help him to
improve his speaking skills. According to Syamsuddin
(2018), language is a tool to communicate with others
and the environment. One person and another can
communicate the message that is intended to be
conveyed using the same language. It requires a
method for the user to use the tool because language is
a tool. Skill is the ability to use such tools proficiently.
Using the English language sometimes felt
intimidating to speak shared by one of the informants
of this study. He sometimes compared himself to
others, why they were fluent, and he was not. He is
afraid to commit mistakes and to be shamed by
someone if he ever commits mistakes. The current
study concentrates on individual English language
learners, their learning difficulties and needs, and their
reflections on their weaknesses because the difficulties
in learning the English language also have to do with
individual cognitive differences (Pfenninger &
Singleton, 2016).
It is not always about how to learn English directly by
exposing yourself to someone proficient enough in it;
we also learn English through reading books. One of
the informants shared that he learned English through
reading books. According to Rintaningrum (2019),
countless materials are available online and in
bookstores when you decide to study anything.
Including reading as a subject in both the university
Pingcas & Ibojo
curriculum and the classroom attests to the
significance of reading literacy. Reading literacy is
crucial in self-improvement, personal branding,
professional growth, education, and national
development.
Difficulties Encountered in Learning English
Informants shared the difficulties that they have
encountered in learning the English language. The
emerging themes gathered from this structured theme
are: difficulty with pronunciation, difficulty with
grammar, problem with building confidence, and not
being used regularly.
One of the challenges the informants have been shared
is that they have difficulty pronouncing. They cannot
pronounce words correctly in English since that is new
to them. English for them is not used on a regular
basis, and they have to practice their pronunciation so
that they will pronounce it correctly. Being a Bisaya
will sometimes be influenced the way we pronounce
words. Instead of pronouncing it soft, we will get it
hard because of our Bisaya accent. According to
Ahamed (2013), one of the struggles of ELL students
is pronunciation. So with that, constant practice is a
must to improve it.
The most common problem most students are learning
in English is grammar. Many students would say that
the most challenging part they learn in English is
knowing the grammar rules. They have to spend time
familiarizing grammar rules so that their activity,
especially in the essay, will be refined if they can
apply it. According to Ahamed (2013), grammar is one
of the struggles most ELL students experience. So,
with this, the drilling method and constant practice can
improve grammar and use interactive lessons to make
the class more interesting.
Another thing also to consider in learning English is
confidence. It is common to have enumerated
difficulties in learning it; those are grammar, spelling,
and others. But speaking about confidence is still hard
since it is important because we cannot have a positive
outlook in speaking the English language without
confidence. Yee and Zainoalabidin (2014) assert that
when orientations are a concern, personal orientations
like self-assurance and a positive outlook support the
learning process because they are closely linked to
language acquisition results. Likewise, if English
language learners are confident and willing to make
mistakes, they will learn from them.
Another difficulty that students have experienced in
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Research Article
learning English is that they do not use it daily. They
will never know if this is practical if we have used it
only in formal gatherings and at school. According to
Raja (2011), the biggest obstacles to learning English
outside the classroom are a lack of exposure to the
language and fewer opportunities to practice it. Since
English is our second language, learning it is not the
proper order in which to study it. As a result, students
find it challenging to study English outside of the
classroom, specifically students with specialized
language that they are used to.
Most Challenging Part being Experienced in
Learning English with a Specialized Language
Informants have shared the most challenging part of
learning English. The emerging themes gathered from
this structured theme are: using misspelled words,
unable to speak, read, and write well, difficulty with
speaking using the language, and no encounter with
native English speakers.
The most challenging part of learning English for two
of the informants is using misspelled words. Most of
the words of the specialized language are made up; in
using it, spellings are mixed to create new words. Too
much using it will have the possibility that even
specialized language already influences even spelling.
So the problem now is that this will add another issue
in learning English. According to Ahamed (2013),
teachers must focus on why students have difficulty in
spelling and should be taken action immediately by
having constant practice.
If it is your first-time learning English, then of course
it is obvious that we cannot read, write and write well
in it. One of the informants shared that when he first
learned this language, he had difficulties with those
mentioned above. You cannot expect learners to excel
in this language if it is your first time encountering
this. According to Choudhury (2013), in learning a
foreign or second language, the first major challenge is
the macro skills, including speaking, reading, and
writing.
Moreover, another challenge that one of the informants
faced was difficulty learning, for he did not have
native speaker preferences as the model in learning.
He struggled in learning English because he did not
know where to start since it Is valid that he has a
native speaker to teach him the language. Mahboob
(2004) stated that English language students view
Native Speaker Teachers (NSTs) as specializing in
teaching oral skills and regard them as role models for
acquiring pronunciation. Thus, we can conclude that
Pingcas & Ibojo
Native Speaker Teachers (NSTs) are valued more
highly by students as imitation models for the target
language.
Ways Used in Handling Difficulties Encountered in
Learning English
Informants have shared that they have ways how to
handle difficulties they have encountered in learning
English. The emerging themes gathered from this
structured theme are: invest time to do research,
sought help of teachers and friends, and use English to
communicate with friends.
Most of the informants in this study shared that they
searched for new strategies to cope with their
difficulties in learning English. They have different
strategies and techniques that they use in handling
those difficulties. You do not have to dwell on the
mistakes but instead, do something that would cope
with those difficulties you have experienced.
Mohammed (2018) stated that the approaches and
strategies of the teacher and students would help
address this problem with difficulties that students
encounter in learning English. Learners should know
what appropriate strategies are for them to improve
their difficulty in the English language.
One of the informants shared their coping mechanism
in handling the most challenging part of learning
English. He sought help from his teachers for him to
be guided on the right things to do in learning English.
He also approached his classmates to practice the
English language with them. Mohammed (2018)
looked at the students' problems and why they have
difficulty learning English. He found out that the
teacher’s strategies and techniques always matter for
them to learn. Also, friends are motivators when it
comes to this matter. Friendship support is essential
from the perspective of the student's social network.
Outside of family, one of the friends' roles is providing
information and incentives (Carolita, 2017).
In coping with the problems in learning English, one
of the informants shared that he used the English
language to communicate with his friends. In this way,
he could able to help himself improve his speaking
skills in English. According to Syamsuddin (2018),
language is a tool to communicate with others and the
environment. One person and another can
communicate the message that is intended to be
conveyed using the same language. It requires a
method for the user to use the tool because language is
a tool.
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Ways in Dealing with Most Challenging Part of
Learning English
The informants have shared their ways in dealing with
most challenging part of learning English. The
emerging themes gathered from this structured theme
are: use of reading materials, talk with native English
speakers, and practice speaking with friends and
classmates.
In dealing with challenging part, one of the cheapest
ways is the use of reading materials. Majority of the
informants have shared this way in dealing with the
most challenging part of learning English. They agreed
that this is one of the easiest ways to improve their
English proficiency skills. According to researchers
like Day and Bamford (2008) and Hunter (2009),
reading significantly affects academic achievement.
Through reading, students can gain substantial
vocabulary, syntax, and other linguistic knowledge
that will improve their ability to communicate in the
target language.
Another way of dealing with the most challenging part
of learning English is to talk with native English
speakers. One of the informants shared that it is best to
have at least a short conversation with a native speaker
for you to have a preference in learning the language.
According to Fahari (2021), we can look for a native
speaker who speaks English better than we do.
Because developing friendships with people who
speak English more fluently can inspire us to get better
at it ourselves. Making friends with someone who
speaks English well can help us have someone who
can help us get better at reading, writing, speaking, and
listening in English.
Lastly, one of the informants shared that in dealing
with the most challenging part of learning English, he
used to speak to his friends and classmates to help
improve his speaking skills. Carolita (2017) states that
they undertake the same tasks or assignments. They
assist one another by exchanging ideas about
instructional materials and harmonizing their
perspectives. This mutually beneficial relationship
may inspire them to develop their learning abilities.
Ways Used in Minimizing Errors in English Due to
Specialized Language
Informants have shared ways to minimize their errors
in English brought by specialized language. The
emerging themes gathered from this structured theme
are: minimize the use of specialized language,
recalling errors being committed, and by building
Pingcas & Ibojo
vocabulary.
Most informants have shared that to minimize errors
brought by specialized language. They should
minimize using it. In using specialized language, there
are also problems in it. Specialized language brings
errors, especially if that is incorporated into learning
English. There are made-up words in the specialized
language that some of the students have brought even
in learning the English language. Here comes now a
problem in too much using it. Khansir (2010) stated
that a foreign language learner who knows his target
language well could notice and rectify them when he
makes mistakes.
Another way of minimizing errors in English due to
specialized language is to recall committed errors. One
of the informants shared that in recalling errors, she
could ever review her output to avoid errors. Khansir
(2010) stated that a foreign language learner who
knows his target language well could notice and rectify
them when he makes mistakes.
Lastly, one of the informants shared that he should
build vocabulary in dealing with the most challenging
part of learning English. He said that he learns new
words every day to help himself expand his vocabulary
skills. Vocabulary can improve achievement,
comprehension, and communication (Celik &
Kocaman, 2016). Additionally, it is thought that
language learners’ performance is improved by broad
vocabulary knowledge (Al-johali, 2019).
Insights Gained as English Major with a
Specialized Language
Informants have shared their insights from the
experiences that they have as an English major with
specialized language. The emerging themes gathered
from this structured theme are: much learning about
oneself, learning not to be based on specialized
language, being more creative in understanding a
language, importance of having interest in one
language and specialized language can have both
advantages and disadvantages.
One of the informants said that the insight he learned
from his experiences is that he learned much about
himself. It is not about learning how to speak, but
much more than that. He learns more about himself.
He knows how to think critically and analytically.
According to Almusharraf (2020), the learners’
independence enabled them to recognize their
inadequacies, motivated them to change their learning
attitudes, and significantly increased their vocabulary
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knowledge. Therefore, struggling language learners
must be given adequate time and space to consider
their learning challenges and have a certain amount of
autonomy to come up with answers independently.
One of the informants shared that learning is not
always based on specialized language. Though
specialized languages existed today, you still have to
base your learning on English since you are a major
English student. Schoerning (2013) investigates how
specialized language affects students’ capacity to
absorb information. They will experience negative
effects on their learning capacities due to having to
interpret and acquire unfamiliar terms and concepts
simultaneously.
Another insight that one of the informants shared is
that he is more creative in understanding a language. It
is fulfilling for us if we have creativity in language and
understand it well. Having creativity in language, he
can imply that he can blend in with other people
because he can understand the language well.
According to Lessard-Clouston (2006), research
increasingly demonstrates a connection between
communicative ability and linguistic proficiency, as
evidenced by the breadth and depth of lexical terms. In
other words, effective communication cannot occur
without a thorough comprehension and accurate
application of vocabulary phrases. If lexical
competency is not attained, meaning cannot, at the
very least, be presumed to be uniform. Therefore,
when students pick up and use the local lingo, they
become genuinely integrated into a social or academic
environment.
In learning the English language, an insight from one
of the informants of this study shared that we must be
interested in at least one language. It should be easier
for us to love the English language if we are interested
in learning it. According to Davis (2005), interest is an
attitude that follows one's attention as it moves toward
an attractive item. Dealing is a distinct motivator that
directs one's conduct toward specific goals and dictates
the activities, preferences, or things someone values.
Another insight that one of the informants has shared
is that using specialized language has advantages and
disadvantages. Using specialized language every day
is not always good since you have to use it in
moderation. Knowing that it also has disadvantages
though you have benefited from it, you always have to
control yourself using it. Too much using it and others
who do not understand it might be confused them.
Specialized language can be restrictive from the
perspective of the learners who do not understand it
Pingcas & Ibojo
and may rely only on their language to transmit all
meaning, as Bishop Elizabeth A. Eaton (2018)
describes. The advantage is that this gives fruitful
conversation in the classroom to those inclined to it
(Gillies, 2014).
Pieces of Advice to other English Majors with
Specialized Language
Informants have shared their pieces of advice with
their colleagues who have struggled in learning
English. The emerging themes gathered from this
structured theme are: to limit the use of specialized
language, continue learning new English words and
phrases, always know your audience, and read, write
and love the English language.
The majority of the informants have advised that for
their colleagues not to commit errors, they must limit
the use of specialized language, for sometimes they
bring those errors in speaking with the English
language. They will have it in moderation only.
Khansir (2010) stated that a foreign language learner
who knows his target language well could notice and
rectify them when he makes mistakes.
One of the informants advised continuing to learn
English words and phrases to enhance their
vocabulary. Expanding their vocabulary skills is one of
the essential skills in learning English. The key
predictor of vocabulary increase in English was a
person’s first language’s vocabulary (Jackson et al.,
2014). The learner’s proficiency in their native tongue
affects how well they will learn and progress
academically in their target language (Ajay, 2005).
In talking with someone, one of the informants advised
that you should always know your audience when
speaking. It is not always an excuse that you are used
to specialized language that sometimes you tend to use
even with someone who cannot understand it.
According to Roberts (2018), you must determine
whether someone understands you by watching how
they alter their behavior in response to your output.
This happens when you closely examine them and
monitor their capacity to follow you.
Lastly, one of the informants advised that in learning
English, you must experience writing, enjoy reading
and love the language. It is the easiest way to learn
English if you put love and interest into it. According
to Choudhury (2013), the major skills that must be
mastered in learning English are the four macro skills,
including reading and writing. Having an interest in
learning may lead to dealing is a different motivator
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that directs one’s conduct toward specific goals and
dictates the activities, preferences, or things valued by
someone (Davis, 2005).
Programs and Activities for English Majors with
Specialized Language
Informants have suggested that their colleagues join
and participate in programs and activities that would
help improve their English proficiency skills. The
emerging themes gathered from this structured theme
are: participating in competitions, joining school
organizations, conduct of training, joining English
clubs and speech programs, and classify positive
benefits and effects.
One of the informants suggested that to improve their
English proficiency, they must participate in
competitions related to English communication
purposes. Competitions should be based on the actual
topic taught in school, incorporated into the
curriculum, and used the competition results to
evaluate students since competitions effectively
encourage students and give them feedback. Good
competition should push the competitors to go above
and beyond their most excellent effort. The
participation of students in extracurricular events
should be encouraged if the normal curriculum is not
sufficiently challenging (Fulu, 2007).
Another suggestion the informants have shared to help
his colleague improve their English proficiency is to
join organizations. Some organizations promote
improving communication skills, so he suggested that
they join organizations/clubs in school. The English
club enables students to hone their persuasive,
argumentative, and critical thinking abilities.
Furthermore, it is essential to help students develop
their oral communication abilities, according to
Melviza et al. (2017).
Another suggestion also in improving students’
English proficiency skills is to join conduct and
participate in pieces of training related to speech
improvement or English communication skills. One
way to enhance their English proficiency skills is by
participating in training. According to Fahari (2021),
seminars and pieces of training are examples of the
events in question. Any English-language program
will boost your listening skills. It will become simpler
to understand English without consulting a dictionary
the more you participate in English-language events,
for they are already accustomed to the numerous
words used to express the event’s various messages.
So that one’s proficiency in English keeps growing.
Pingcas & Ibojo
Another activity that will help English majors improve
their English proficiency skills is joining English clubs
and speech programs. These programs have been a
strategy to improve students' English communication
skills. Joining an extracurricular English club has
advantages, according to Elnadeef and Abdala (2019),
including motivating students to practice English
authentically in situational contexts from real-life
situations, boosting self-confidence, expanding
students' communicative competence during the
primary socialization process, and fostering a
welcoming social environment. The English club
enables students to hone their persuasive,
argumentative, and critical thinking abilities. Speech
programs are one of the programs that enhance the
speaking skills of students. Speaking skills are
frequently undervalued in education compared to
reading and writing abilities (EDK, 2010). This is an
issue because public speaking proficiency is necessary
across the curriculum and not only for a specific
subject; it is a learning and knowledge assessment
tool. (Lee, Quin, and Valdes, 2013).
Lastly, to improve our English proficiency skills, we
have to classify the positive benefits and effects of
using specialized language. It is not always good if we
have it. All must be in moderation. The specialized
language will make someone feel awkward if they do
not understand it. According to Yngve (2005), every
conversation will proceed in the same way to constrain
the potential of such interactions. It presented
difficulties for the observer’s understanding of
particular things. But if you see it as a good form of
communication with your friends, that would be a
positive benefit since you have expanded your
vocabulary skills more.
Conclusion
Based on what I have gathered, I have explored
different experiences of students who have specialized
language and struggled to learn English. They have
shared their challenges in learning English, coping
mechanisms, experiences of using specialized
language, insights, and even gave pieces of advice to
their colleagues who have the same case as them.
As a researcher, I heard stories I did not expect to
happen, knowing they are now in their tertiary
education. I was moved to know that the struggles that
they are facing are not easy. I have expected for my
whole life that being an English major, you must know
how to communicate using the English language, but
behind their stories, there are struggles that they hide.
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Research Article
Coping with such struggles is not that easy. The school
has high demands for standards, and they have a hard
time reaching them since they struggle to learn
English. This is something college instructors and
school administrators should have something to do
with this. Thus, regularly monitoring the instructors'
progress must be done to help these students.
English is our universal language and is also required
in school and formal gatherings. However, using too
much-specialized language is another issue. You have
to control it by using too much. Using it is not bad at
all, though it is why informants of the study had
struggled in learning English. It also has advantages
the informants have never regretted having, for they
h ave fun and en jo y u sin g it as a form of
communication. But if you have used it in moderation,
everything will be okay, and no struggles regarding
this matter.
Moreover, it is essential to learn English since it is
required in school and valuable to formal gatherings.
You must indulge in different media, join school
activities related to speech and be active in English
clubs or organizations to improve your English
proficiency skills. These can have significant impacts
on enhancing their English proficiency skills.I believe
that this study would be helpful to teachers, school
administrators, and students to help those students
with the same experiences who have specialized
language and struggled in learning English.
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Affiliations and Corresponding Information
Dianne Marie F. Pingcas, MAEd
Davao De Oro State College New Bataan - Philippines
Dhan Timothy M. Ibojo, PhD
Assumption College of Nabunturan - Philippines
131/131