Factors Deterred BA English Major Students’ Academic Achievements at Nangarhar University

Abstract

Learning academic and professional English is essential for nonnative speakers. However, learning this international language is not as simple as students and teachers think in the EFL context. In Afghanistan, students study English language programs up to undergraduate and graduate levels. They join the programs to overcome written and oral communication problems, comprehend English text, and learn language-related issues such as linguistics, EFL research, and macro skills of the English language. The major purpose of this scientific study is to find the factors that challenge students from achieving academic success in BA English studies at Nangarhar University Moreover, it aims to identify appropriate strategies for implementing creative teaching approaches and their effects on undergraduate students’ academic achievement. This study was conducted through a systematic review of literature and individual interviews. Twenty-four senior and junior students were interviewed about levels of student engagement through semi-structured interviews. The participants pointed out factors such as lack of innovative teaching approaches, shortage of technological tools in the classroom, no or less motivation, outdated teaching materials, lesson extracurricular activities, and students’ weak English background as factors that deter learners from fluent speaking, critical reading, and creative writing. The scientific study found that creative teaching approaches develop critical thinking and help students to become autonomous learners which is important for academic achievement in undergraduate programs.