Section: BSSE 4A1-1 Group: IV Title Researcher/s or Statement Of The Conceptual/ Research Tool Conclusion And Recommendation Proponents, Year Problem Theoretical/ Findings of Publication, Model/ Author, Principles Seefa, K. R. (2017). A A Learners’ According to the data “Language The methodology 1. Immediate measures 1. First and foremost Learners’ Perspective of the collected the acquisition employed in should be taken to help measures should be Perspectiv Challenges Faced in Learning English as challenges can be primarily divided as theory” gathering information was students overcome these challenges taken to eradicate students’ fear, anxiety (Skinner, e Of The a Second Language external challenges Chomsky, questionnaires. 2. Compared to urban and negative attitudes Challenges in Post-Conflict Sri and internal or Piaget, For the purpose of contexts learners in the towards English. Faced In Lanka: A Case Study psychological Bruner, collecting data rural area encounter many 2. It can be done by Learning of the Madhu Zone in challenges. Further it Krashen, about the challenges due to the lack creating awareness English As Mannar District. can be sub classified 1957) challenges faced of physical resources. among students about A Second (Unpublished Master’s Thesis). to: 1. Lack of Exposure by students in learning English, 3. Therefore it is the need of the hour to identify the the importance of learning English. Language South Eastern to English and Less two different current challenges faced 3. In addition to this, In University, Sri Opportunity to questionnaires by these students with classroom Post- Lanka. Practice English were administered regard to English language environment should Conflict outside the Classroom among the students learning and to provide be made learner Sri Lanka: 2. Poverty and Low and teachers. them with timely solutions centered so that the Education Level of These to overcome these students feel A Case Parents as a Challenge questionnaires problems. comfortable to learn Study Of 3. Unavailability of were designed to 4. Lack of facilities and in class. The Private English find out the opportunity to learn 4. Though the schools Madhu Classes psychological English have been possess the necessary Zone In 4. Limited Time factors, identified as the major materials and Mannar Allocated for the environmental environmental challenges. technological Teaching of English. factors, English 5. Since the people in this facilities, these are District 5. Non-conducive learning area are predominantly not used for the Classroom Learning experiences, speaking Tamil and there process of learning Environment Caused classroom teaching is no need for another English, thus steps by Lack of and learning language, as a result, should be taken to Learner Autonomy. experiences and English speaking utilize these materials linguistic 6. Mother Tongue differences environment is hardly in language Influence or between the seen. classrooms. Dependence as a mother tongue and 6. The school fails to do 5. Since majority of Challenge. English that make this task due to the time the students have 7. Lack of Facilities the process of constraint and the fact that economic problems 8. Fear and Anxiety as learning English the teacher uses more and private tuitions a Challenge difficult. amount of Tamil in class. are not available in 9. Internalization of 7. Given the poor this zone, steps the Fact That English economic condition of the should be taken to is a Difficult students, attending private arrange extra English Language English classes is classes for students. 10. English Grammar unaffordable. 6. Successful learning as the Most Difficult 8. Similarly they do not does not only involve Area have access to media and active participation of 11. Speaking is social media which can the learners but also Completely Ignored give exposure to English. the teacher’s role is in the Classroom 9. English learning has equally important. become the challenging 7. Therefore when task. recruiting English 10. In addition, teachers focus must psychological factors like be given not only to fear and anxiety contribute their educational to reduce the students’ qualification but also intrinsic motivation to their English learn English. proficiency level 11. Moreover over must be tested. dependence on mother tongue, difficulty level of materials, deficiency in materials, use of traditional teaching methodology, lack of qualified teachers and difficult linguistic structure of English act as barriers that hinder the learning process.