College Students’ Perceptions of English Language Learning: Uncovering Barriers, Experiences, and Strategies for Language Development
This phenomenological study explored the lived experiences and perceptions of college students regarding English language learning in a Philippine higher education institution. Specifically, it examined students' views, emotional experiences, and insights to better understand the factors influencing their English language development. A qualitative phenomenological research design was employed, involving ten purposively selected college students enrolled in Purposive Communication during the 2023–2024 academic year. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives. The findings revealed that students perceived English as an essential tool for personal growth, career advancement, and effective communication despite experiencing limited language exposure, vocabulary deficiencies, and difficulties in speaking and writing. Participants also described emotional challenges, including anxiety, fear of negative evaluation, lack of confidence, and disappointment, particularly during oral communication and classroom presentations. At the same time, they expressed gratitude for supportive teachers and peers and demonstrated strong motivation to improve their language proficiency. Furthermore, students emphasized the importance of collaborative learning, practical language-learning strategies, emotional resilience, and self-compassion in overcoming learning difficulties. The study concludes that English language learning is a multidimensional process shaped by cognitive, emotional, and social factors rather than linguistic competence alone. These findings highlight the need for learner-centered instructional approaches that integrate academic support with affective development to enhance students' confidence and communication skills. The study contributes to the growing body of qualitative research on English language learning by providing context-specific insights that may inform curriculum development, instructional practices, and future research aimed at fostering holistic language education in higher education institutions.