






































Sebuah Kajian Pustaka:


English Language Teaching Educational Journal (ELTEJ) 
Vol. 2, No. 3, 2019, pp. 112-120 
E-ISSN: 2621-6485  

  

Emerging Challenges of Teaching English in Non-native English-

Speaking Countries: Teachers’ View 

 
1Nurul Hasanah, 2Pratiwi Tri Utami 

1,2 Hiroshima University, Japan 

nurulhasanah21995@gmail.com 

 

 

Abstract 

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. 

By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges 

faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, 

Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research 

questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is 

there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative 

method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, 

including learning materials which do not cover students’ need, too big classroom size and school 

environment, and also students’ low motivation. Some programs are conducted to overcome those 

challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to 

cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps 

English Teachers in Laos.  

Keywords: English language teaching, challenges, non-native English-speaking country, non-native 

English-speaking teacher 

 

 

How to Cite: Hasanah, N., Utami, P. T. (2019). Emerging challenges of teaching English in non-native 

English-speaking countries: Teachers’ view. English Language Teaching Education Journal, 2(3), 112-

120. 

 

INTRODUCTION 

Nowadays, learning English is one of the prominent needs of a human being. Oder 

& Eisenschmidt (2018) clarify the importance of learning English as a tool to access in 

achieving new knowledge and opportunities in a global context. Also, English is widely 

used in every continent that uses English for their day-to-day needs, totals over 250 million 

(Broughton, Brumfit, Flavell, Hill, & Pincas, 2003). Not only from this aspect, the use of 

English worldwide, but this phenomenon is also mainly influenced by colonization, ship-

borne trade with the Americas, and politic (Howson, 2013). Therefore, non-native English-

speaking countries attempt to create an English environment in every school as the primary 

step to learn English from an early age. 

Teaching English as a foreign language means that English is learned in non-native 

English-speaking countries. Braine (1999 as cited in Chun, 2014) states that a native 

speaker—not English as the specific context, will create a better teacher than a non-native 

speaker. By this statement, an English teacher must have many challenges when teaching 

their students both in English skills or teaching skills (Faez & Valeo, 2012). Besides 

enhancing their English ability, a teacher should maintain their motivation and enthusiasm 

in teaching (Oder & Eisenschmidt, 2018). Sometimes students 'learning motivation 

decreases so that students' learning performance is not following the lesson plan (Ayres, 

Swayer, & Dinham, 2001; Nurvita, Pratolo, Nuroniah, Rizon, 2019; Zulfikar, Dahliana, & 

Sari, 2019). This problem is one of the causes of teachers' lack of enthusiasm in teaching, 

mailto:nurulhasanah21995@gmail.com


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and this will affect their teaching performance. Also, another factor coming from the school 

climate can affect teachers’ motivation. School climate covers positive atmosphere which is 

contributed by supportive work conditions from the principal, teachers partner, school 

staffs, and communal school organizations (Brown & Roloff, 2011 as cited in Oder & 

Eisenschmidt, 2018).  

In this twenty-first century, an English teacher is also required to teach effectively. 

Measuring effective teaching is something unstable and challenging because it will emerge 

a subjective view. Two studies (Frenzel, Taxer, Schwab, & Kuhbandner, 2019; Oder & 

Eisenschmidt, 2018) indicate that measuring effective teaching is coming from two aspects, 

intrinsic and extrinsic. The intrinsic aspect involves the teacher’s trait, such as motivation, 

enthusiasm, and interpersonal between teachers and students. The extrinsic aspect is coming 

from the teacher’s skill, which can be formed by the training to improve their effective 

teaching, for example, their competency in instructional material and teaching strategy. 

Instructional content is like designing and developing a syllabus, lesson plans, and 

supplementary material (Gormley, Hammer, McDermott, & Rothenberg, 1993). Then, 

teaching strategy relates to the way of teaching, managing the classroom, teaching approach 

(Raganwati, 2015). 

Regarding the essentials of English in language teaching, we query the main 

challenges of English teachers in non-native English-speaking countries (non-NESCs) in 

teaching English according to their context and views. Two main questions are formulated, 

which can furtherly analyze within this study: 1. What are the challenges of teaching 

English in a non-native English-speaking country? 2. Is there any effort to overcome the 

challenges? If so, how do they overcome it? 

 

LITERATURE REVIEW 

Bolhuis & Voeten (2004, as cited in Oder & Eisenschmidt, 2018) find that 

motivated teachers are likely to promote active and functional learning strategies that 

achieve the best outcome of students.  Frenzel et al. (2019) show that displayed enthusiasm 

had significant main effects on perceived teacher motivation, teacher enjoyment, and seen 

clarity and structure. All of those indicators were well measured by the high displayed 

enthusiasm condition than in the low displayed enthusiasm condition. It means that teacher 

motivation and enjoyment have very high effects on students’ motivation. This result 

supports Radel et al.’s (2010 as cited in Frenzel, Taxer, Schwab, & Kuhbandner, 2019) 

finding, which reveals that when students had learned from a motivated teacher, the 

students can learn in autonomy and high behavior. 

Demir (2017) finds three main challenges of English teachers when teaching 

English as a foreign language: student-related, teacher-related, and institutional difficulties. 

The student-related problem appears because Turkish students are not interesting the 

material which is not in Turkish and not relevant coursebook. However, this statement is 

subjectively coming from students who believe that English is difficult. In teacher-related, 

the most challenging problem is managing the classroom. Some teachers say that because 

the students are lack of motivation, the teacher cannot teach the lesson as their planning. 

Whereas, the institutional-related refers to classroom size and technological support 

provided by the school. In other words, Demir's (2017) finding shows that the problems 

emerge from the motivation itself. 

Other related challenges faced by EFL teachers are classroom practice and 

commitment to teaching (Hayes, 2009). He says that classroom practice refers to the 

difficulty of Thai students in learning English because of less vocabulary, considering 

grammatical errors, and no one peer can join in the conversation. Then, commitment to 

teaching relates to the teachers, which lead to teachers’ motivation again. If we genuinely 



 

 

 

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pay attention to those problems, the root of the problem is from two sides, which are 

interrelated to one another. Similarly, Hayes (2005), his finding reveals the problem faced 

by non-native English speaking educators in Sri Lanka. Commitment to teaching as a job or 

vocation. Through an in-depth interview, the teachers, as reflected in Hayes's (2005) finding 

shows that the teachers are proud to be an English teacher, but only 20% dedicates 

themselves as a vocation. It happened because of some factors: more work for teachers, 

intensified stress levels, lack of interest in teaching, and a rise in the numbers of alienated 

students at school. 

Some studies also compare English teaching performance between native English-

speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs). 

Students perceive that NESTs are more competent in teaching reading, speaking, and 

pronunciation because they are more fluent and understand their cultural knowledge. 

Nevertheless, for teaching writing and grammar, students prefer to be taught by non-NESTs 

who have a sensitivity to difficulties (Chun, 2014). Chun's (2014) finding supports 

Walkinshaw & Thi Hoang Duong's (2012) result which reveals that NEST is better in 

teaching English in an oral context, but they cannot understand students’ culture. It always 

makes misunderstood between teachers and students (Walkinshaw & Thi Hoang Duong, 

2012).  

The emerged problems displayed by some previous studies generate tensions to 

non-NESTs. Because of this, some researchers seek solutions to break the primary issue in 

teaching language (Hayati, 2010; Rahimi & Zhang, 2015; Serdiukov & Tarnopolsky, 1999; 

Steyn & Jaroongkhongdach, 2016; Todd, Stinson, & Sivakumaran, 2016; Yu, 2018; Zhang, 

2013). Applying video-conferencing, which involves NEST from various native English-

speaking countries, can gain more intercultural awareness and ignite discourse strategies to 

let converse as is (Wang, 2006 as cited in Yu, 2018). In such, applying critical pedagogy to 

non-NEST also can enhance non-NESTs’ awareness of their strengths as bilingual or 

multilingual speakers and how they can properly utilize these strengths in the classroom 

(Hayati, 2010). Restructuring and sheltering instruction also can be used by non-NEST to 

teach in the class where teachers use tools such as visuals, supplementary materials, 

cooperative learning, and hands-on activities to teach (Todd et al., 2016). 

 By reviewing some results showed by previous studies, this study also wants to 

unveil the emerging challenges faced non-NESTs in some countries like China, Japan, 

Thailand, Senegal, Mongolia, Cambodia, and Laos which are non-native English speaking 

countries and how the effort of each country to overcome those challenges. 

RESEARCH METHODS 

By involving seven English teachers (n = 3 females) who are from China, Japan, 

Thailand, Senegal, Mongolia, Cambodia, and Laos, this study unveils the emerging 

challenges of teaching English. All the participants are master students in the international 

department of a university in Japan and have capabilities in the teaching field. The age 

ranges from 24 to 40. The length of the teaching of each respondent is different from six 

months up to 17 years. Also, they teach English spread over the primary level to higher 

education.  

Methods 

This study stands on qualitative data by using an in-depth analysis of the semi-

structured interview. A semi-structured interview can let the researchers use the questions 

with the focus group, but still, investigate and clarify quickly and more depth (Gilham, 



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2000). Only one person attends each interview session. A session takes 20-30 minutes 

within one week. Because this study involves people from various countries and has an 

international atmosphere in faculty, the interview uses English to ask questions. 

The advantages of a semi-structured interview will give the interviewer full of 

attention and make them comfortable to answer all the questions. Even the interviewer can 

dig the respondent’s answers, which has an ambiguous meaning. Because taking notes will 

distract the interviewer’s focus, the researchers are suggested to use tape-recorder during 

the interview session. The questions of the interview are about their experiences during 

teaching English, what challenges they faced, and what efforts they did. The items can be 

modified while the interview session to gain a sincere answer from respondents (Johson & 

Christensen, 2004). Each of the responses will be analyzed in detail and in-depth in the 

discussion part.  

FINDINGS 

Emerging Challenges 

1. China 

He taught at lower secondary level in Tibet for six months in 2017. The type of 

school was a dormitory, which covered primary until upper secondary level. The 

school had very few teachers, but the teachers had a high salary than teachers in 

Mainland of China. It was because of the condition of the school in that area. The 

situation was at the top of the mountain, pretty cold and dry. The school only had five 

hydrants, which were not enough for drinking and taking a bath to all the students. 

Then, the students had low motivation to learn English. Many factors influenced them, 

such as unsupported environment, lack of English learning resources, over class size, 

and also a socioeconomic factor. The majority of students were coming from a poor 

family, so they had no future planning to continue to study. Also, the number of 

students was over class size. One grade had seven classes, and each class had 50 

students. It was a vast number, which was difficult for teachers to reach each of the 

students’ progress.  

2. Japan 

His experience of teaching English was one year in 2017. The students in 

primary school liked studying English because they thought that English was an 

activity, not a subject. However, now the majority of secondary students started 

thinking that English became more difficult because they learned grammar with many 

new vocabularies and practiced speaking. They realized that English was essential as a 

tool to communicate with foreigners and to go abroad. Still, the environment did not 

support to let them speak English naturally, even though the teacher engaged them. 

Also, the class size was too big for a teacher to teach English. About 40 students in one 

class covered different characteristics of students. The textbook sometimes was not 

appropriate for students’ needs, so the teachers use supplementary material to perfect it. 

3. Thailand 

She taught at the primary level for three years until now. The most challenging 

problem was the language barrier. They still attempted to translate or find the same 

meaning between English and Thai. They had unstable motivation because they did not 

learn English initiative, but their parents’ initiation. To keep maintaining their 

motivation, the teacher brought up exciting topics with fun teaching material in every 

meeting. 

4. Senegal 

He got a professional certification for teaching at the secondary level in 2014. 

Since that, he taught English at the upper secondary level for three years in Senegal. 



 

 

 

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The hardest problem of him was managing students in the class. The students did not 

like studying because most of them were reluctant to learn, especially English. 

However, it all depended on how the teacher treated his students. If the teacher had 

good intention in the treatment, they could study well in the class. Another challenge 

was students’ background, including economic background which affected their 

motivation and achievement in class. When teaching English in class, the teacher 

should ensure every student paying attention to the teacher. Unfortunately, the number 

of students was too big, about 40-50 students in which surely over to learn English. 

Then, he thought that his school was still better, because in a remote area in Senegal, 

the number of students could reach 60-70 for each class. Ultimately, he emphasized 

that the textbook also was not updated for students’ needs and should be revised.   

5. Mongolia 

She taught English spreading over the primary and secondary levels for five 

years. In learning English, some students showed negative attitudes when learning 

English. Because some unmotivated students disturbed other students who had high 

motivation. They perceive that English was too tricky both in speaking or writing.  

Regarding this problem, the language structures of Mongolian language and 

English were different, which sometimes was quite complicated for students. Based on 

the entrance examination of English to university, English teachers tended to teach 

mostly on the grammar and vocabulary sessions. Then, most of the students were bored 

to learn English grammar. Another problem was the textbook which was not adequate 

enough to be discussed in one hour, but the direction was for one hour. Therefore, it 

was not suitable for the students’ needs.  

6. Cambodia 

He had been an English teacher from 2008 to 2018. He was also an English 

trainer in Cambodia. He trained secondary English teachers. Being a teacher and 

trainer, the respondent faced many problems as also experienced by most English 

teachers in Cambodia. Because English started to be taught in 2003, there were not 

adequate English resources, including qualified English teachers and course books. To 

become qualified English teachers in Cambodia, they should graduate from the English 

department, passed a national examination, and also had teaching experiences. With a 

short period from 2003 until 2019, there were not many qualified teachers, but contract 

teachers. 

7. Laos 

She had taught English from 2002 until 2017 at a university level in Laos. She 

was also a trainer for primary school teachers, specifically on curriculum development 

once a year. Reflecting on her experiences, she stated that the most challenging 

experience in teaching English for primary teachers was the classroom size which was 

too big, consisting of 40-50 students. They could not manage well every student when 

teaching English. Comparing to other countries, Laos was still low in the English 

context. The second problem of teaching English was a language barrier. The English 

teachers were Lao people who were non-native English speakers. The teachers found 

challenges to pronounce some English words correctly, disregarding the fact that at 

primary level, students will need to follow teachers’ pronunciation.  

 



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Efforts and Its Implementations 

1. China  

The educational department of China attempts to facilitate every school with an 

appropriate textbook as well as trained and certified teachers. Then, the government 

also cooperates with the university, asking the university to send university students to 

teach in a rural area such as Tibet.  

2. Japan 

ALT is one of the efforts proposed by MEXT (Ministry of Education). They 

invite native-speaking English teacher such as American, Canadian, Australian, and 

Singaporean to come to school and teach together with Japanese teachers in one 

moment. Every Thursday, they come to school, making a plan with various and 

exciting methods as their suggestions. As a result, the students are more excited to 

learn English because they directly learn from NEST.  

3. Thailand 

To enhance students’ motivation in learning English, the teachers use any 

possible teaching materials. The teachers can use music, Disney Movie in its native 

language, flashcard, and other things relate to the materials. They like to sing and 

dance so that they will solve the problems a little bit. The teachers also try to speak 

English frequently with a slow and bright tone and right intonation, so the students can 

understand the meaning and with their effort to answer in English. Besides, the 

teachers let them learn by their initiation and way to ignite their awareness in learning 

English. 

4. Senegal 

Senegal is a developing country. So many obstacles faced by the teachers 

teaching in class. To overcome those problems, the educational government recruits a 

voluntary teacher who passes the national standard in education to teach in school. The 

government got them by collaboration with other countries. In the class context, the 

teacher uses supplementary material to perfect the textbook when teaching in class, 

mainly English subject.  

5. Mongolia 

The educational government in Mongolia conduct an activity to facilitate 

students’ interest like a competition—Language Olympiads. The government pays 

attention to who want to learn more then, transfer them to that competition. Also, the 

teacher uses various materials in teaching English to engage the other students who 

have a lack of interest, such as maps, movies, posters, and other exciting material that 

can support them. 

6. Cambodia 

The educational government of Cambodia cooperates with the Australian 

government to improve English education in Cambodia. By developing a coursebook 

called English for Cambodia (EFC), it is planned to help English teachers in Cambodia 

teaching English in school. 

7. Laos 

Lao government tries to facilitate teachers to join the training. The training 

proposes to make them more qualified uniquely as an English teacher. Then, another 

effort is the government cooperates with NESCs to recruit a voluntary teacher to teach 

at school. This program is called Voluntary English Teachers (VET) program. 

Hopefully, NEST gives English knowledge to the teachers by using various strategies 

and methods. So, students are more motivated to learn English. 

 



 

 

 

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DISCUSSION 

The fact of teaching English in non-NESCs that quite challenging is actual. Faez & 

Valeo (2012) said that being an English teacher is complicated. It means that a teacher 

should have English knowledge and the proper way to transfer that knowledge. As shown in 

the results, we indicate three main problems faced by the teachers from NESCs (China, 

Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos). The three main issues are 

inappropriate textbooks, too big classroom size and school environment, and also students’ 

low motivation in learning English.  

Talking about textbooks is something crucial (Dejene, 2017). English handbook is 

one of the sources for students to learn English besides teachers or other sources. Many 

teachers complain that English textbook sometimes is not suitable for students’ need 

nowadays (as reflected by Japan, Senegal, Mongolia, and Cambodia). To create a well-

prepared textbook based on students’ need takes time in several process and revision. One 

aspect of improving school quality is the instructional process contribution (Fuller, 1985). 

He said that a good textbook could consistently influence students’ achievement. By this 

statement, it is clear enough that textbook or coursebook also include one crucial aspect in 

contributing learning improvement. They can reflect on the Cambodian government effort 

that making collaboration in developing textbooks will support a standard textbook for 

students’ need in learning English. 

The second problem is classroom size, which also is the most challenging case from 

those countries (China, Japan, Senegal, and Laos). Teaching English will effectively teach 

in a small size number of students (Broughton et al., 2003). Because learning English is 

involving four skills—listening, speaking, reading, and writing, it will be effective if the 

number of students in the class ranges from 20-25. However, this number must be hard for 

several countries like Senegal, as mentioned by the respondent that every district only has 

one single school. Looking at developing countries or even developed countries which are 

non-NESCs, they still encounter this such problem—too big classroom size. This problem 

probably can be solved by implementing various teaching strategies and methods, also 

including supplementary material to teach English in big classroom sizes. 

The last emerging challenge is students’ motivation in learning English, which is a 

big problem from all countries in this study. Moreover, education ministries in several 

countries such as Japan, Laos, and China notice this as a severe problem. Various programs 

are implemented by the government and schools in collaboration with multiple parties from 

the university level and even with the NESCs. It means that learning motivation is the root 

of ideal teaching and learning activities (Frenzel, Taxer, Schwab, & Kuhbandner, 2019). By 

implementing some programs such as Assistant Learning Teacher (ALT), Voluntary 

English Teacher (VET), and the collaboration with student teachers in the university are 

expected to be able to spur student motivation in learning as well as teachers in developing 

their knowledge in teaching English. 

CONCLUSIONS 

In conclusion, this study found the challenges of teaching English in non-native 

English-speaking countries. The challenges were categorized into three main problems 

which indicated by the findings; they are learning materials which do not cover students’ 

need, too big classroom size and school environment, and also students’ low motivation. 

However, each of non-NECSs had some efforts which had been attempted to resolve those 

problems. Eventually, this study also has limitations because it only involves seven 



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participants, and this is considered not adequate enough to explore the real emerging 

challenges in the teaching of English in non-native English-speaking countries. However, 

this study can be a reference for other researchers who want to investigate a similar topic 

more deeply and in detail so that research can be refined as time goes by. 

 

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