A COMPARATIVE ANALYSIS OF TEACHERS' AND STUDENTS' VIEWS ON ENGLISH LANGUAGE LEARNING DIFFICULTIES: HIGHLIGHTING IMPORTANT AREAS FOR DEVELOPMENT

Abstract

The perspectives of teachers and students regarding the challenges of learning English among secondary school pupils are compared in this study. The study examines differences in four fundamental language skills—reading, speaking, writing, and listening—using a
survey design with a sample of 400 students and 50 teachers. Teachers typically rate difficulties in these areas higher than students, especially for speaking and reading, according to t-test results, which show considerable perception discrepancies. Furthermore, gender disparities among educators show that male and female teachers place different levels of attention on reading challenges. These results highlight how crucial it is to match the viewpoints of teachers and students in order to establish a more productive learning environment. Developing focused skill-support programs, encouraging open communication between educators and students, and implementing gender-sensitive teaching techniques are some of the recommendations. This strategy seeks to close perception gaps and enhance instruction in English language learning environments.