Challenges of ESL Students in
Indian Circumference
Dr. Mohammad
Imran Nasir
ABSTRACT
English as a Second Language
(ESL) education in India serves as a critical tool for empowering
learners with linguistic competence, academic success, and global
opportunities. Despite its importance, ESL students encounter
persistent challenges that hinder their proficiency and confidence
in English. These obstacles are more pronounced in rural regions,
government schools, and economically disadvantaged communities due
to systemic inequities in resource allocation and instructional
quality. This study examines the key barriers affecting ESL learners
in India, including socio-economic disparities, outdated teaching
methodologies, mother-tongue interference, low student motivation,
and unequal access to digital learning tools. Additionally, the
paper explores the psychological and cultural factors that further
complicate language acquisition, such as fear of making errors and
limited exposure to English outside the classroom. By synthesizing
insights from recent empirical studies, classroom observations, and
educator perspectives, this research proposes actionable strategies
to improve ESL instruction. Recommendations include integrating
technology in pedagogy, adopting learner-centered approaches,
enhancing teacher training programs, and fostering inclusive
learning environments. The findings aim to contribute to policy
discussions and pedagogical reforms that can bridge the existing
gaps in India’s ESL education system.
Keywords: ESL, English
language learning, India, linguistic diversity, pedagogy, digital
divide.
