ISSN: 2226-6348
Open access
This study explores the challenges faced by primary school students in learning English within the Kinta Utara district, Malaysia, as part of a broader initiative to inform the development of the PETEk framework a structured pedagogical model that integrates interactive, technology-enhanced, and reflective teaching approaches to build language skills and learner autonomy. Using a qualitative approach, semi-structured interviews were conducted with five experienced English language educators, including Master Trainers, SISC+ officers, and English Panel Heads, to capture rich insights into the obstacles encountered by students. Thematic analysis revealed four key challenges: (1) foundational language difficulties, particularly in grammar, pronunciation, and vocabulary; (2) mother tongue influence and interference, where students frequently revert to Tamil or Malay; (3) low engagement with traditional, textbook-heavy teaching methods; and (4) a strong preference among students for interactive, game-based, and digital learning activities. These findings highlight the multifaceted nature of English learning barriers at the primary level and underscore the need for holistic, context-sensitive instructional interventions. The insights generated provide critical direction for shaping the PETEk framework, ensuring it directly addresses both linguistic and motivational gaps while fostering an engaging environment that enhances students’ language confidence and essential 21st-century competencies.
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