Obstacles in English Learning: Perceptions of Science Major Undergraduates in Lahore

Abstract

Learning a language is a cognitive activity, and most of our personality traits, like extroversion and introversion, have demonstration in our language. The present study was conducted to explore the issues of language learning by science students at the University of Lahore. A mix-method was used in which both quantitative and qualitative techniques were employed on a population size of 150 participants. A survey questionnaire was prepared to collect data for achieving the objective of the present study. The questionnaire was comprised of two parts. A close-ended questionnaire and one open-ended question were used for data collection. The goal of the 12-question survey was to find out what students thought about the problems science students had learning English in four main areas: reading, writing, listening, and speaking, as well as the overall learning environment in science classes. Based on the survey results, we calculated the mean and standard deviation of science major students' views on the challenges of learning English in their science classrooms. According to the qualitative findings, the poor English language proficiency of scientific students is attributable to the traditional teaching methods employed in science classrooms.