Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp.404-420

English Language Learners’ (ELLs) Journey: Challenges, Strategies, and Coping Mechanisms

College of Liberal Arts and Social Sciences, Department of Languages, Kalinga State University, Tabuk City, Kalinga 3800, Philippines

College of Liberal Arts and Social Sciences, Department of Languages, Kalinga State University, Tabuk City, Kalinga 3800, Philippines

Corresponding Author: abquimosing@ksu.edu.ph

College of Liberal Arts and Social Sciences, Department of Languages, Kalinga State University, Tabuk City, Kalinga 3800, Philippines

Abstract:

This study explored the experiences of English language learners at Kalinga State University (KSU), a multilingual institution where English is often a third or fourth language. Despite the recognized importance of English for academic success and global communication, many learners continue to face persistent challenges in acquiring proficiency, particularly in linguistically diverse contexts. Thus, this study aimed to examine the academic, socio-cultural, and psychological challenges faced by Bachelor of Arts in English Language (BAEL) students, as well as the strategies and coping mechanisms they employ. Using a qualitative, phenomenological approach, the research gathered narrative responses from participants through structured interview questions in English, Filipino, Ilocano, or their preferred language. Findings revealed key academic challenges, including difficulties with grammar, limited vocabulary, and reading comprehension. Socio-cultural barriers such as anxiety over accents and psychological struggles like low self-confidence and performance anxiety were also noted. To address these, students adopted strategies such as collaborative learning, peer mentoring, active class participation, and multimedia resources. Coping mechanisms included relaxation techniques, goal setting, and leveraging positive classroom environments. Thus, the study highlights the need for targeted support and inclusive practices to help multilingual learners thrive. By addressing these challenges, institutions can enhance English proficiency, improve academic outcomes, and promote student well-being, thereby contributing to more equitable and inclusive quality education.

Cite as:

Banggawan, L.C., Quimosing-Ocay, A., & Bulwayan, R.B. (2026). English Language Learners’ (ELLs) Journey: Challenges, Strategies, and Coping Mechanisms. Arab World English Journal, 17(2):404-420.

References:

References

Alamer, A., & Lee, J. (2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 136216882110336. https://doi.org/10.1177/13621688211033694

Alcala, F. R. (2025). The role of Self-Esteem in Language Learning: A Systematic review of its impact on academic achievement and the performance of skills. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5680002

Alghasab, M. B.  (2025). The Use of Smartphone Apps for Informal Language Learning Among EFL Students: Focusing on Students’ Choices, Purposes, and Perceptions. Arab World English Journal, 16(4): 64-89. DOI: https://dx.doi.org/10.24093/awej/vol16no4.4

Alshehri, N. (2024). A Study of English Language Learning Anxiety and Teaching Strategies: The Context of Saudi Arabia. Arab World English Journal, 15(2), 407–420. https://doi.org/10.24093/awej/vol15no2.25

Ancheta, J. R. (2022). Language Learning through Digital Media: Investigating the Strategies among Selected International Students in the Philippines. International Journal of Learning, Teaching and Educational Research, 21(11), 208–226. https://doi.org/10.26803/ijlter.21.11.12

Andriani, D. I. (2025). Reading Comprehension Challenges Among Bilingual Students: Teachers’ Perspectives and Pedagogical Recommendations. IJLHE: International Journal of Language, Humanities, and Education, 8(1), 279–294. https://doi.org/10.52217/ijlhe.v8i1.1833

Aprilia, W. (2020). English Department Students’ Anxiety in Interacting Orally with an English Native Speaker Lecturer. Journal of English Teaching and Learning, 1(1). https://doi.org/10.37905/jetl.v1i1.5791

Attia, S., & Algazo, M. (2025). Foreign language anxiety in EFL classrooms: teachers’ perceptions, challenges, and strategies for mitigation. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1614353

Awan, M. S., Mujahid, M. U. H., & Hashim, M., (2023). Exploring the World of English Language Students; A Journey Through Learning and Growth. Spry Contemporary Educational Practices (SJLL),1(1), 59-71. https://doi.org/10.62681/sprypublishers.sjll/1/1/5

Baasiri, B. K. (2025). The Effectiveness of Providing Direct Versus Indirect Written Corrections on the Grammar of Lebanese Sixth-Grade Students Learning English as a Foreign Language.  2(5), 114-128, الشرق الأوسط للعلوم التربوية والنفسية, https://doi.org/10.56961/mejeps.v5i2.938

Bandura, A. (1997). Self-efficacy: the Exercise of Control. W. H. Freeman.

Benson, S., & Madarbakus-Ring, N. (2021). A Comparison of Textbook Vocabulary Load Analysis. Vocabulary Learning and Instruction, 10(2), 9–17. https://doi.org/10.7820/vli.v10.2.benson

Brooks, G., Clenton, J., & Fraser, S. (2025). Exploring Potential Factors Affecting Reading Comprehension in EAL Learners: A Preliminary Corpus-Based Analysis. Languages, 10(2), 30. https://doi.org/10.3390/languages10020030

Baran-Łucarz, M. (2014). The Link between Pronunciation Anxiety and Willingness to Communicate in the Foreign-Language Classroom: The Polish EFL Context. Canadian Modern Language Review/ La Revue Canadienne Des Langues Vivantes, 70(4), 445–473. https://doi.org/10.3138/cmlr.2666

‌Bolhan, N. S., & Ismail, H. H. (2024). Extensive Reading and Solving Reading Difficulties among English Language Learners. International Journal of Academic Research in Business and Social Sciences, 14(12). https://doi.org/10.6007/ijarbss/v14-i12/24424

Bongcawil, J. A., Taratingan, A. B., Clarin, A. S., Vallejo, J. H., Jane, S., & Lovelie Balambao. (2024). Students’ English Language Exposure in Relation to Their Interpretative and Application Reading Comprehension Skills. International Journal of Research and Innovation in Social Science, VIII(V), 474–490. https://doi.org/10.47772/ijriss.2024.805036

Botes, E., van der Westhuizen, L., Dewaele, J.-M., MacIntyre, P., & Greiff, S. (2022). Validating the Short-form Foreign Language Classroom Anxiety Scale. Applied Linguistics, 43(5). https://doi.org/10.1093/applin/amac018

Cedar, P. (2024). English-Speaking anxiety among Second- and Fourth-Year Thai University English majors. NRCT Data Center. https://doi.org/10.14456/jcdr-hs.2024.28

Celik, B. (2019). Developing writing skills through reading. International Journal of Social Sciences and Educational Studies, 6(1). https://doi.org/10.23918/ijsses.v6i1p206

Chong, K. H., Price, J., Irwin, D., Dowens, M. G., & Leong, C. X. R. (2025). Language anxiety in EFL and ESL academic environments. Asian Englishes, 27(3), 766–782. https://doi.org/10.1080/13488678.2025.2548997

Chua, R. M., Ferrer, R., Quijano, L. J., & Santos, J. A. L. (2015). Interference between Filipino and English prepositions: A comparative analysis of male and female Filipino bilingual learners in the World Englishes paradigm in the Philippine setting. Proceedings of the Asian Conference on Language Learning, 198959816. https://www.semanticscholar.org/paper/Interference-between-Filipino-and-English-:-A-of-in-Chua-Ferrer/3cd98d3770e9cb1c8c35019390

Coppinger, L., & Sheridan, S. (2022). Accent Anxiety: An Exploration of Non-Native Accent as a Source of Speaking Anxiety among English as a Foreign Language (EFL) Students. Journal for the Psychology of Language Learning, 4(2), 1–20. https://doi.org/10.52598/jpll/4/2/6

Dawadi, S. (2017, October 20). Language learning strategies profiles of EFL learners in Nepal. https://dergipark.org.tr/en/pub/ejees/article/459155

‌Flores, J. Q. M., & Escandallo, J. C. (2024). Language learning strategies and anxiety among English major students: A convergent parallel design. KCWorks, 2(4), 137–160. https://doi.org/10.17613/9vzhe-zbe95

Han, S., Li, Y., & Haider, S. A. (2022). Impact of Foreign language classroom anxiety on Higher education students Academic success: Mediating role of emotional intelligence and moderating influence of classroom environment. Frontiers in Psychology, 13, 945062. https://doi.org/10.3389/fpsyg.2022.945062

Jidah, A., & Tarigan, F. N. (2025). An Investigation into Academic Vocabulary Difficulties in Speaking of EFL University Students in the English Education Program. SALTeL Journal (Southeast Asia Language Teaching and Learning), 8(1), 47–52. https://doi.org/10.35307/saltel.v8i1.155

Kimura, H. (2021). Investigating second language pronunciation anxiety in the Japanese context. In Second language learning and teaching (pp. 73–93). https://doi.org/10.1007/978-3-030-75726-7_4

Kritsotakis, G., & Morfidi, E. (2024). Reading Comprehension and Linguistic Abilities of Children with and without Specific Learning Difficulties: Theoretical and Educational Implications. Education Sciences, 14(8), 884. https://doi.org/10.3390/educsci14080884

Labad, M. C., Rabena, R. P., Jane, S., & Neri, E. (2024). Speaking Difficulties and Academic Performance in English among Junior High School Students. International Journal of Research and Innovation in Social Science, VIII(IIIS), 2645–2656. https://doi.org/10.47772/IJRISS.2024.803192S

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.

Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2017b). Unpicking the developmental relationship between oral language skills and reading comprehension: it’s simple, but complex. Child Development, 89(5), 1821–1838. https://doi.org/10.1111/cdev.12861

Li, D. (2024). Research on English reading comprehension strategies based on natural language processing. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0768

Li, Y., Wang, C., & Saleh Al-Hamed, H. (2024). Mediating Effect of Language Learning Strategies in the Relationship between Learning Attitude and Proficiency. Language Teaching Research Quarterly, 41, 116–131. https://doi.org/10.32038/ltrq.2024.41.09

Lin, C.-H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75–85. https://doi.org/10.1016/j.compedu.2017.05.014

Lu, H. W., Lee, J.-Y., & Lin, M. H. (2019). Effects of Authentic English-Language Videos on EFL Students’ Speaking Anxiety. International Journal of Information and Education Technology, 9(6), 423–428. https://doi.org/10.18178/IJIET.2019.9.6.1239

Lucas, R. I., et al. (2024). Mother tongue-based education in a diverse society and the acquisition of foundational skills: Evidence from the Philippines. Labour Economics. https://doi.org/10.1016/j.labeco.2024.102537

McCrocklin, S., & Link, S. (2019). An exploration of non-native accent as a source of speaking anxiety in EFL classrooms. *Journal of Language Teaching and Learning, 10*(1), 1-19. https://files.eric.ed.gov/fulltext/EJ1368412.pdf

Meng, L. (2023). English Language Learning Students Second Language Acquisition: Cognitive Factors and Supporting Strategies. Lecture Notes in Education Psychology and Public Media, 3(1), 817–827. https://doi.org/10.54254/2753-7048/3/2022359

Mohamad, M., Yunus, M. M., & Jaradat, A. (2023). Challenges and strategies taken by English language educators in tertiary institutions during emergency remote teaching and learning (ERTL). Arab World English Journal, 14(1), 21–38. https://awej.org/wp-content/uploads/2023/03/2.pdf

Montano, W. I. B. (2022). Understand Language to Acquire It (pp. 268–281). Routledge eBooks. https://doi.org/10.4324/9781003046059-15

Naser Oteir, I., & Nijr Al-Otaibi, A. (2019). Foreign Language Anxiety: A Systematic Review. SSRN Electronic Journal, 10(3). https://doi.org/10.2139/ssrn.3466022

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

Nerea Oto-Millera, Pellicer-Ortín, S., & Bustamante, J. C. (2025). Augmented Reality in English Language Acquisition Among Gifted Learners: A Systematic Scoping Review (2020–2025). Applied Sciences, 15(21), 11487–11487. https://doi.org/10.3390/app152111487

Oktavianti, I. N., Budiwati, T. R., Prayudha, Prayogi, I., & Hidayah, I. N. (2026). Students’ attitudes, challenges, and needs in English reading comprehension: Foundations for AI-integrated corpus-based language pedagogy. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-01115-7

Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign Language Anxiety: A Systematic review. Arab World English Journal, 10(3), 309–317. https://doi.org/10.24093/awej/vol10no3.21

Oxford, R. L. (1990). Language Learning Strategies. Newbury House Publishers.

Pabro-Maquidato, I. M. (2021, July 16). The Experience of English Speaking Anxiety and coping strategies: a Transcendental phenomenological study. https://i-jte.org/index.php/journal/article/view/32

Pascual, L. C., Dionisio, G., & Ilustre, R. (2022). Vocabulary Acquisition and Learning Strategies in Second Language Learning: a review paper. International Journal of English Language Studies, 4(3), 58–62. https://doi.org/10.32996/ijels.2022.4.3.9

Pham, T. D. K., & Le, T. N. D. (2025). Listening Comprehension in English Language learning: challenges, strategies, and students’ attitudes at a private university. International Journal of Language Instruction, 4(3), 22–40. https://doi.org/10.54855/ijli.25432

Rahmawati, Y., Jessyca, E., & Faradilla, Z. (2025). The students’ anxiety in Learning English as a Foreign Language in Senior High School. Scope Journal of English Language Teaching, 9(2), 811. https://doi.org/10.30998/scope.v9i2.24969

Ramli, K., Hidayah, J., Edy, S., & Esmianti, F. (2021). Factors of Students’ Willingness and Unwillingness to Speak English in the Classroom. Journal of English Education and Teaching, 5(1), 95–109. https://doi.org/10.33369/jeet.5.1.95-109

Rao, A. N., & Ibrahim, D. M. B. (2025). Enhancing second language acquisition through direct and indirect strategies: a study on tertiary level learners. International Journal of Research and Innovation in Social Science, IX(VI), 3593–3604. https://doi.org/10.47772/ijriss.2025.906000270

Sabar, A., Khaghaninejad, M. S., Razmjoo, S. A., & Rezvani, R. (2025). The Effects of Cognitive Reading Strategies on the EFL learners’ comprehension of different text genres: A Mixed-Method Study. International Journal of Instruction, 19(1), 235–256. https://doi.org/10.29333/iji.2026.19112a

Sari, D. M., & Ashadi, A. (2020). Graduate students’ attitudes & self-directed for lifelong learning in foreign language environment. Lingua Scientia, 7(1). https://doi.org/10.21831/lt.v7i1.32971

Shafira, Z. B., Novitri, N., & Safriyanti, M. (2025). Investigating the Correlation between Prescriptive Grammar Knowledge and Speaking Ability in EFL Students. Lectura : Jurnal Pendidikan, 16(2), 420–432. https://doi.org/10.31849/n3aqje64

Shen, Y. (2022). Mitigating Students’ Anxiety: The Role of Resilience and Mindfulness Among Chinese EFL Learners. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.940443

Shen, M., & Chiu, T. (2019). EFL Learners’ English Speaking Difficulties and Strategy Use. Education and Linguistics Research, 5(2), 88. https://doi.org/10.5296/elr.v5i2.15333

Sumida, A. (2018). The Effects of Explicit Grammar Instruction and Written Corrective Feedback on Accuracy Development in EFL Writing. ARELE: Annual Review of English Language Education in Japan, 29, 17–32. https://doi.org/10.20581/arele.29.0_17

Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311

Theriana, A. (2023). Understanding the strategies employed by efl learners to overcome speaking anxiety in the classroom. NextGen Education Review Journal, 1(2), 33–44. https://doi.org/10.58660/nextgen.v1i2.38

Tupas, R., & Rubdy, R. (2020). Codeswitching practices from “other tongues” to the “mother tongue” among minority-language speakers in the Philippines. System, 89, 102214. https://doi.org/10.1016/j.system.2019.102214[web:105]

Véliz-Campos, M., Villegas, C., & Veliz, L. (2023). Foreign Language Anxiety in Online and In-person Learning Environments: A Case from Chile. Language Teaching Research Quarterly, 37–56. https://doi.org/10.32038/ltrq.2023.35.03

‌Vettori, G., L. Casado Ledesma, Tesone, S., & C. Tarchi. (2023). Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review. Reading and Writing. https://doi.org/10.1007/s11145-023-10479-3

Xavier, L. G. (2023). Rethinking Grammar Teaching: Dynamic Approach in Portuguese as a Foreign Language. Language Teaching Research Quarterly, 39, 96–107. https://doi.org/10.32038/ltrq.2024.39.08

Xue, M. (2020). A study on students’ silence in EFL classrooms. Theory and Practice in Language Studies, 10(6), 656-663. https://files.eric.ed.gov/fulltext/EJ1258946.pdf

Zhao, H. (2022). A study on the correlation between psychological anxiety, self-efficacy and foreign language learning achievement. The International Journal of Neuropsychopharmacology, 25(Supplement_1), A63–A64. https://doi.org/10.1093/ijnp/pyac032.087

Zeng, Y., Kuo, L., Chen, L., Lin, J., & Shen, H. (2025). Vocabulary Instruction for English Learners: A Systematic review connecting theories, research, and practices. Education Sciences, 15(3), 262. https://doi.org/10.3390/educsci15030262

Zhang, Z. (2024). Survey on English Speaking Anxiety of English Majors and Analysis of Teaching Countermeasures. Education Research, 1(2), 28–40. https://doi.org/10.70267/76c9h888

Zong, J., Polat, N., & Mahalingappa, L. (2024). Effects of playback speed and language proficiency on listening comprehension of multilingual English learners. International Multilingual Research Journal, 19(3), 242–260. https://doi.org/10.1080/19313152.2024.2362463

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg

Lailani C. Banggawan is an Associate Professor at Kalinga State University. She finished Bachelor of Science in Mass Communication, Master of Science in Public Administration, and Master of Science in Teaching English. Her research interests are language education, communication, gender, and writing proficiency and pedagogy. ORCID ID: https://orcid.org/0009-0006-5659-0910

Dr. Abigail Quimosing-Ocay is an Associate Professor at Kalinga State University and currently serves as the Dean of the College of Liberal Arts and Social Sciences. She holds a PhD in Rhetoric and Linguistics. Her research interests include linguistics, language and communication, and gender studies. ORCID ID: https://orcid.org/0000-0001-6624-7928

Ronald B. Bulwayan is an Assistant Professor at Kalinga State University and currently the Director for Student Development Services and Placement Services. He holds a BA in English and MA in Education major in English. His research interests focus on language teaching and learning, language assessment, and linguistics. ORCID ID: https://orcid.org/0009-0000-9571-6607