A Study of Difficulties Faced by Postgraduate Students in Learning the English Language

The English language has emerged as a global medium of academic, social, and professional communication. In multilingual societies such as India, proficiency in English is often considered a marker of success, yet it poses considerable challenges for students whose educational background is primarily in regional languages. This study investigates the difficulties faced by postgraduate students in learning English, with a particular focus on anxiety, speaking phobia, vocabulary limitations, grammar challenges, and lack of confidence. Conducted among 100 postgraduate students from Shivaji University, Kolhapur, the study employs a descriptive survey design and utilizes a structured questionnaire comprising thirty Likert-scale items. Data were analyzed using descriptive statistics and chi-square tests to examine the significance of various difficulties. The findings reveal that a substantial proportion of students experience nervousness, fear, and low confidence when speaking in English, with speaking phobia emerging as the most significant difficulty. Vocabulary deficits, grammatical challenges, and reliance on the mother tongue were also reported as barriers to effective English communication. While anxiety-related issues were frequently acknowledged, they were statistically less significant compared to speaking phobia and vocabulary-related challenges. The study further emphasizes that students’ social and family background, lack of exposure to English in daily life, and inadequate teacher training contribute to these persistent difficulties. The implications of this research are multifaceted. It suggests targeted interventions such as structured conversation practice, role-play activities, vocabulary-building exercises, and teacher training programs to improve English language learning outcomes. Recommendations are also extended to parents, curriculum designers, and policymakers to create a supportive environment for learners. This study concludes that unless these difficulties are addressed systematically, postgraduate students from regional language backgrounds will continue to face barriers in academic and professional advancement.