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Transactions on Engineering and Computing Sciences - Vol. 12, No. 3

Publication Date: June 25, 2024

DOI:10.14738/tecs.123.16915.

Jiby, J. E., & Akkara, S. (2024). Addressing Challenges Encountered by English Language Teachers in Imparting Communication Skills

among Higher Secondary Students: A Critical Overview. Transactions on Engineering and Computing Sciences, 12(3). 01-08.

Services for Science and Education – United Kingdom

Addressing Challenges Encountered by English Language

Teachers in ImpartingCommunication Skills among Higher

Secondary Students: A Critical Overview

Jiby Jose E

Hindustan Institute of Technology and Science, Chennai, Tamil Nadu, India

Akkara Sherine

Hindustan Institute of Technology and Science, Chennai, Tamil Nadu, India

ABSTRACT

Acquisition and extension of communication skills in the English language is a

gateway to academic achievements and professional success. English language

communicative competence is a necessary prerequisite in a globally interconnected

and communicatively-driven world. This is an imperative for the academic,

professional and personal growth. However, English language teachers experience

varied challenges in developing effective communication skills among higher

secondary students. Hence, the objective of the study is to explore the pedagogical

practices in English language communication among the higher secondary students

and the obstacles encountered by the teachers. The details are collected through in- depth interviews and focus group discussions using the qualitative framework.The

participants representthe tutors who teach at higher secondary levels in and follow

the SCERT curriculum. Using purposive sampling, the interview and the focus group

discussion have been carried out directly, and the data have been analyzed

thematically.The study explores diverse factors and nuances that deter educators

in the discipline of language training and verbal proficiency.

Keywords: English Language Teachers, Communication Skills, Language Training, Higher

Secondary Students, Challenges

INTRODUCTION

Effective communication skills are integral for success in both academic and professional

spheres. In the context of higher secondary education, nurturing these skills is essential to

equip students with the necessary tools for effective expression, collaboration, and critical

thinking. The ultimate goal of teaching children English is to help them become competent

communicators who can use the language in real-world contexts. Despite the fact that English

is a language that is deeply ingrained in our educational system, numerous studies show that

students struggle to communicate effectively in English and experience English language

anxiety. "After completing their schooling, students are expected to translate a few words into

English, both orally and in writing". However, our students fall short of the standards. (Soniya,

2014) [16]. English language teachers play a critical role in facilitating their development

among higher secondary-level students. However, despite recognising the importance of

communication skills, educators often encounter challenges that hinder their efforts to teach

and nurture these skills effectively. This paper explores and analyses the key issues English

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Transactions on Engineering and Computing Sciences (TECS) Vol 12, Issue 3, June - 2024

Services for Science and Education – United Kingdom

language teachers face in imparting communication skills to students at the higher secondary

level, offering insights into the complexities of language teaching in this context.

REVIEW OF LITERATURE

Pedagogical Practices and Teachers’ Training

Mithilesh (2017), in his article, “Problems and challenges before the Indian learners in second

language acquisition”, expresses the idea that the primary aim of ELT instructors is to cultivate

effective English communication skills among their students within interactive contexts.

However, they face constraints with teaching hours, typically ranging from three to six hours

per week, which are insufficient for comprehensive instruction in linguistic elements.

Additionally, it is observed that some English language educators lack proficiency in ELT

teaching methodologies [7]. Sarita Jain (2020), in her paper, ‘Problems in Teaching English in

Indian Classrooms: Issues and Remedies’, states that numerous teachers lack familiarity with

recent and extensive advancements in English teaching. There is minimal opportunity to

enhance their intuitive and spontaneous understanding of the language. It is imperative to

implement mandatory training programmes for teachers. The majority of educators have been

trained in outdated methods and have shown little interest in exploring modern and innovative

techniques applicable in the classroom [15]. John Sekar Jeyaraj (2017) would argue that every

teacher encounter challenge in teaching English because it does not fit neatly into any category:

it is not a mother tongue used for primary socialization, nor is it a foreign language that is

seldom or never encountered, nor is it a second language taught by native speakers within an

English-speaking community [4]. Sudhansu Dash perceives that the teaching of English

occupies a pivotal role in the overall educational curriculum. English teachers bear the

responsibility of empowering learners to attain both general educational objectives and specific

language proficiency goals. Therefore, it is imperative to enhance the teaching of the English

language, addressing obstacles and challenges through collaborative efforts involving

government, educators, and researchers [18]. Sri Diana (2014) would argue that certain

teachers exhibit reluctance to enhance their professional skills in teaching, contributing to a

lack of communicative competence among educators. Moreover, insufficient training, limited

teaching resources, and low salaries further compound the challenges faced by teachers in the

profession [17]. Also, in this perspective, Musliadi (2017) would say that when learners

struggle to meet the demands of a situation, it falls upon the teacher to offer guidance or provide

relevant language components. As learners engage in activities, the teacher must assess their

strengths and weaknesses. At times, the teacher may choose to model language usage.

Additionally, the teacher fosters an environment where learners are encouraged to use the

language freely without constant correction of their mistakes [8].

Learning Environment

As per the idea of B. W. Raja and K. Selvi (2011), students encounter challenges in English

languageclassrooms stemming from various factors, including the learning environment,

attitudes towards learning, and the competence of teachers. Teacher competence is a crucial

variable influencing second language acquisition. It is essential for instructors to possess

proficiency in the language and demonstrate a high standard of knowledge and expertise in

language teaching methods and techniques [3]. Nida Qayoom et al. (2021), in their paper,

‘Objectives of teaching English skills and their assessment in Indian Schools: A study on the

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Jiby, J. E., & Akkara, S. (2024). Addressing Challenges Encountered by English Language Teachers in Imparting Communication Skills among Higher

Secondary Students: A Critical Overview. Transactions on Engineering and Computing Sciences, 12(3). 01-08.

URL: http://dx.doi.org/10.14738/tecs.123.16915

divergence’, would argue that the proficiency of learners in listening and speaking English, as

well as the testing of these skills in examinations, remains a relatively overlooked aspect in

Indian schools. This neglect contributes to the overall lack of research and scholarly attention

given to these skills, both in native and non-native contexts. Notably, state secondary education

boards in India have yet to formally assess the active language skills of listening and speaking

in their examinations [9]. Rafeeque Ahmed (2014), in his article, ‘A Study on English Acquisition

in Kerala Primary Schools: Present Scenario; Issues and Concerns’ considers the issue of

creating an English atmosphere, which is lacking in school, is one of the pertinent problems in

English acquisition [12]. Y. Jaya (2019) views that given that English is a skill-based language,

English teachers must adopt a systematic approach to training students, placing emphasis on

developing language skills. Teachers should design a variety of engaging activities to actively

involve students and enhance their enjoyment, thereby boosting their morale and confidence.

Unfortunately, this process does not occur frequently and sufficiently [20]. Suresh Mallavarapu

(2019) presents that language trainers ought to foster a democratic and enthusiastic

environment and actively engage with their students. They should act as facilitators in the

classroom, aiding the process of language acquisition. Teachers should strive to interact with

each student individually, creating an atmosphere that encourages collaborative participation

and interaction [19].

Socio-cultural and Linguistic Awareness

R Abilasha and M Ilankumaran (2018) regard English language learners in India differ from

their counterparts in Western countries in that they predominantly communicate in their local

dialects or regional languages, rarely using English consistently. As a result, it is challenging to

reinforce what they learn from their English language teachers. Effective language teaching and

learning require socio-cultural and linguistic awareness, necessitating active involvement from

students, teachers, and parents alike [11]. Ramanujan Meganathan (2015) claims that in a

country with a significant demand for English language teachers, there is a notable absence of

undergraduate or postgraduate courses specifically focused on English language education or

language education, with only a few higher education institutions offering such programmes.

Furthermore, there is a lack of recognition for continuous professional development among

teachers as a crucial component for enhancing teaching quality in the classroom [13]. A Delbio,

R A (2018) posits that educating students in English presents a formidable challenge, requiring

adept guidance from qualified English instructors. Employing visual aids and auditory

techniques is essential for effective instruction. This approach not only enhances students'

chances of success but also opens avenues for new experiences and opportunities, particularly

beneficial for young learners [2].

Approach towards the English Language

L. M. Sowmiya (2015) argues that English language instruction often revolves around preparing

for examinations, with a strong focus on writing skills. Many students prioritise obtaining

marks solely to pass exams, leading to a narrow attitude towards learning English. This exam- centric approach diminishes students' interest in genuinely engaging with the language [5].

Ramandeep Mahal (2023), in her paper, ‘The Obstacles Faced while Teaching English as a

Second Language in India’, postulates the idea that the primary issue with the teaching