Abstract
Prince of Songkla University Pattani Campus students use English as the main official language of instruction. English-based learning environments tend to be difficult for some students. This research was conducted involving 40 students (20 women and 20 men). Data collection was carried out between 5 January 2024 and 10 January 2024 using a form. The aim of this research is to determine the obstacles that cause students' difficulties in learning English and academic achievement. The results of the research conducted show that barriers to learning English have a positive and significant effect on academic achievement at Price Of Songkla University Pattani.
Keywords: English language obstacles, academic performance, students, Pattani
Introduction
Learning English is very necessary. Because English is an international language. that are used all over the world medium of communication For Thailand, English is the most important foreign language. and many Thai people Many people use English for a variety of purposes in their daily lives. At present, it is the era of the ASEAN Community where English is becoming more important. It is defined in the ASEAN rules as English as the language. work of ASEAN people English therefore plays an extremely important role. The Thai government promotes and supports Thai people. study english The Ministry of Education has prepared the 2008 Basic Education Core Curriculum, which includes the foreign language learning subject group. However, most students still lack the knowledge and ability to use English lacks language experience lack of knowledge and understanding and there is a lack of motivation to study English, so there is no practice of English skills before studying at the graduate level, causing English knowledge not to be up to the standards of the graduate level (D.U Srirawat and Ratchadawan Jittbanjong, 2001). There are many factors that affect success in learning English. Learner needs are a factor. One important thing that makes learning English effective. Because it is a factor that affects the organization of the curriculum and format. Appropriate subject content in English. Mohan, 1986 (cited in Teeraporn Saehaew, Sasiwimon Kongmuang, and Chitlada Buraprat, 2009) said that if students study according to their needs, it will make what they learn meaningful to the students. more and more and Learning transfer occurs when students have the intention to apply knowledge to benefit learning in another subject. In addition, Cunningworth, 1995 (cited in Thamonpawee Phetcharat, 2012) surveyed the want to study English and found both skills and situations in using English, including study methods and learning styles That has an effect on the development of knowledge, ability to learn and use in work both now and in the future. Those who organize English language courses and teaching Therefore, a survey should be conducted on the English language needs of the learners. In order to organize the curriculum to meet the needs See the need to study English As for the subject content Students want to study subject matter that is actually applicable in daily life. and beneficial in teaching and learning Working both in present and future (Thamonpawee Phetcharat, 2012). For this reason, the researcher is interested in studying the needs for learning English by choosing to survey the needs for learning English among students in the Faculty of Islamic Science. International curriculum for English language learning objectives English learning content and English learning methods to benefit students and teachers in teaching English better.
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LITERATURE REVIEW
English language obstacles
Obstacle or difficulty means a concept with objective and subjective validity. It is defined as a task that requires effort or labor to solve. In the light of such observation, obstacle may be measured in many ways as quoted (Newell & Simon, 1972). This study is going to explore the obstacles in learning English academically. But this study does not intend to look at the issue as has been observed. Such obstacles and problems in language learning arise when there is no organism between available data and grammar (Chomsky, N, 1965).
Learning English at Intermediate level is concerned only with the obstacles that a learner faces during reading and writing English for qualifying his public examination. Because, in our context of study, the learners use Saraiki and Urdu respectively as their mother tongue and their home cultures are critical to the development of written language models of reading and writing in English as a second language and compulsory subject. In such situation, the learners are at disadvantage for success because they face many obstacles as (Gay, 1988) and (Snow, 1992).
At intermediate level, English is being taught as a compulsory subject in the context. Obstacles mean the problems, hurdles and difficulties in way of learning English at this level. Examination system, students’ weak position and foundation in English, large classes, passive learning, uninteresting, lengthy, difficult literature based syllabi, the poor performance of the English teachers and old methodologies are considered to be major problems in the learning English (Malik, F.J,1996). The annual results of the students of our country indicate the sheer increase in failure and it is all due to failure in the subject of English.
