Understanding the Difficulties Kurdish EFL Learners Face in Interactive Classroom Activities

Abstract

This study explored the problems that Kurdish EFL learners faced during interactive classroom activities at Charmo University in the Kurdistan Region of Iraq. The aims of the study were to identify the common difficulties which learners face during interactive activities, relevant factors causing such difficulties, and identify possible ways of assisting learners’ participation and communicative competence during interactive activities. The study used a mixed-method approach, using a questionnaire for 104 undergraduate EFL students and a semi-structured interview with 8 students. While quantitative data were analysed through the use of frequencies, percentages, and means, qualitative data were analysed through thematic coding. Language related problems such as vocabulary, grammatical problems, and pronunciation along with psychological barriers such as anxiousness when speaking, fear of making mistakes, shyness, and lack of confidence were amongst the challenges faced by students. Classroom related difficulties such as teacher-centred practices, large classroom sizes, and unequal participation in group activities were also noted. The findings revealed that despite facing such challenges, the learners had positive attitudes towards such activities and believed that such activities not only enhanced motivation but also developed their speaking skills. The study encouraged the use of CLT and the learner-centred approach in the learning environment