This document discusses the current challenges in teaching and learning English as a foreign language for junior high and high school students. It identifies several problems, including: 1) On the part of students, a lack of exposure to English outside the classroom, as well as difficulties with vocabulary, idioms, and accents. 2) On the part of teachers, issues with examinations not matching evaluations and a lack of time to properly prepare lessons. 3) On the part of textbooks, they are often too difficult, outdated, lacking authentic content, and boring for students. 4) On the part of teaching methods, over-reliance on grammar translation and form-focused instruction rather than developing independent learning skills

1. CURRENT CHALLENGES
IN TEACHING/LEARNING
ENGLISH FOR EFL LEARNERS: THE CASE OF JUNIOR HIGH
SCHOOL AND HIGH SCHOOL
Kittichai Nilubol
Faculty of Liberal Arts, KKU Nong Khai Campus

2. GLOBAL
•Let’s get it started

3. WHAT HAVE BEEN DONE OUT THERE??
•Watch this!

4. WHAT ARE THEIR PROBLEMS?
Akbari, Zahra. (2015). Current Challenges in Teaching/Learning English for EFL Learners:
The Case of Junior High School and High School.

5. PROBLEMS ON THE PART OF STUDENTS
• No environment that makes them familiar with English in
use.
• Various accents
• Vocabulary
• Idioms
• Terms

6. PROBLEMS ON THE PART OF TEACHERS
• Examination does not match with the evaluation
• Lesson plan
• No time to prepare for the lesson

7. PROBLEMS ON THE PART OF TEXTBOOKS
• Too difficult
• Centralisation in terms of educational policies, but
CONTENT
• Too advance
• Not AUTHENTIC
• Black and White book
• Boring topics

8. PROBLEMS ON THE PART OF TEACHING METHODS
•Grammar translation
•Wrong move: focus on reading and writing
•Form-focused
•Fail to develop independent learning skill

9. PROBLEMS ON THE PART OF LANGUAGE
ASSESSMENT OR EVALUATION
• School authorities and parents in Iran believe that good schools
are schools that generate high grades on standardized tests.
• Since teachers are aware that their students' outcome is an
indicator of the quality of their work, accountability purposes of
assessment might dominate teachers' assessment beliefs.

10. PROBLEMS ON THE PART OF THE CURRICULUM
• Although the authorities and curriculum developers are
attempting to incorporate a communicative syllabus at public
schools.
• BUT
• what is commonly delivered to students is at best a traditional
course where the focus is primarily on reading comprehension
(Razmjoo & Riazi 2006) and the sub-skills of grammar and
vocabulary (both of which are instrumental for the development
of reading skill).

11. POLITICAL PROBLEMS
• There are voices postulating that English as it is presently taught in
Iran is nothing but a representation of the Persian or Islamic
ideology.
• According to Navidinia et al. (2009 as cited in Mojtahedzadeh &
Mojtahedzadeh, 2012), Iran has always been a country with one
official language called Persian. We are proud that we have never
been colonized.

12. LOCAL
•How about us???