Barriers that hinder english language acquisition in high school students. Strategies to overcome them.

Abstract

This paper explores aspects that may constitute barriers to the learning of English among high school students in the Republic of Ecuador. It aimed to propose strategies to overcome the barriers that emerged during the investigative process. The research methodology used was of a mixed type. It harmonically combined methods and techniques of a quantitative and a qualitative character. Surveys, interviews, and classroom observations were applied to gather both quantitative and qualitative data from a sample of 20 students and 5 English teachers. Recent studies on the topic developed by Poole and Sahakyan (2024) emphasize that disruptions caused by COVID-19 have led to declining proficiency scores among English learners, underscoring the fragility of language development when instructional continuity is compromised. Dsouza (2025) demonstrates that limited resources, parental support, and inequitable learning environments significantly constrain language outcomes. Gul & Muhammad (2022) underline the significant influence of emotional and psychological factors—particularly language anxiety—on students’ communicative competence. They also highlight how methodological limitations limit meaningful engagement with the language. These previous findings reveal that barriers are multifaceted. They include external and internal factors that hinder the development of communicative competence in English.The results introduced in this paper offer recommendations for educators and school administrators to enhance English instruction in Ecuadorian secondary schools. Ultimately, this research contributes to the improvement of English learning outcomes in students of the abovementioned level of education.