DIFFICULTIES STUDENTS FACE IN LEARNING ENGLISH AND WAYS TO OVERCOME THEM

Abstract

Despite the global importance of English as a lingua franca, learners across the world continue to encounter substantial difficulties in acquiring proficiency. This study examines the specific challenges faced by Uzbek university students in learning English and proposes pedagogically grounded strategies to address them. Following the IMRAD framework, a mixed-methods approach was employed with 95 students from Tashkent Perfect University. Data were collected through a structured questionnaire, semi-structured interviews, and classroom observations. The findings reveal that the most prominent difficulties include limited vocabulary, poor pronunciation, weak listening comprehension, lack of speaking confidence, grammatical complexity, and limited exposure to authentic English-speaking environments. Affective factors such as anxiety, motivation fluctuations, and fear of making mistakes also play significant roles. The study proposes a multi-dimensional set of solutions including communicative language teaching, integration of authentic materials, task-based learning, anxiety-reduction techniques, and the strategic use of educational technology. The results have practical implications for teachers, curriculum designers, and policymakers seeking to enhance the quality of English language education in Uzbekistan.