English courses in higher education within the Pakistani context are often perceived as difficult by students at the onset of their university studies. Many young undergraduates struggle with understanding, reading, and writing in English upon entry. A study conducted across various departments of a well-renowned public university in Islamabad reveals that courses such as Functional English, Expository Writing, Communication Skills, Report Writing, Technical Writing, and Communication & Presentation Skills are particularly challenging during the initial semesters. These courses are generally compulsory for the first three semesters across disciplines, as mandated by the Higher Education Commission. While a small proportion of students in each discipline perform well, the majority score below approximately 70%, indicating significant language proficiency challenges at the undergraduate entry level.
The low academic performance of students in English language courses appears to stem from multiple interrelated factors. Many students come from remote or underprivileged areas where qualified English language instructors are scarce. A weak foundation in grammar and tenses, speaking difficulties, limited exposure to English, an unconducive classroom environment, cultural preference for the native language, and teacher-centred pedagogical practices further compound the problem.
These challenges raise important concerns regarding possible structural issues within the syllabus and the examination system, which varies from province to province. Additional contributing factors include large class sizes and underqualified teachers, which hinder students’ ability to develop a clear understanding of grammatical structures and sentence formation.
As a result, students are often observed struggling persistently with language-related difficulties, leading to anxiety, low confidence levels, and, in some cases, depression. There have also been instances where students request leniency in marking-an ethically problematic practice. Although grading is generally moderated in accordance with university standards and relative performance within each discipline, the overall pattern reflects deeper systemic and pedagogical concerns that require critical attention.
Teachers also find themselves in a challenging position when dealing with a diverse and academically varied intake of students. Although students are admitted on merit, their performance in English language courses is often unsatisfactory. Many struggle to speak fluently and construct grammatically correct sentences in writing. Interviews with students reveal that teaching methodologies and assessment criteria differ significantly across provinces, leading to inconsistencies in language proficiency levels at the time of university entry.
The introduction of targeted pedagogical strategies, such as short writing tasks, oral presentations, and collaborative group assignments that pair high-performing students with lower-performing peers, has shown noticeable improvement in students’ English language learning.
In many cases, students report that they were not adequately trained in the functional and structural aspects of English, nor were they provided with sufficient practice to develop competence. While it is encouraging that students from different provinces are admitted on quota, many face difficulties adjusting to a new academic culture and environment. Some students withdraw during the initial semesters, whereas others continue to struggle throughout their academic journey, progressing toward graduation through sustained effort despite persistent linguistic challenges.
In order to explore possible solutions to these difficulties, students were asked to identify the main underlying causes of their weak performance. Many students from regional backgrounds attributed their challenges to comparatively lenient marking practices in their respective areas. They also highlighted differences in the pattern of English instruction, particularly the limited emphasis on grammar and sentence structure. The absence of differentiated pedagogical approaches for weaker learners, reliance on one-line or bullet-point answers in examinations, shortage of qualified language specialists, and inconsistencies in the examination system were also cited as contributing factors.
When these students relocate to a different academic environment, particularly in a city such as Islamabad, they encounter greater academic competition. They often experience a lack of confidence when competing with peers who demonstrate stronger English proficiency, largely due to better exposure to quality education and institutional facilities. This disparity further intensifies their academic and psychological challenges at the university level.
To bridge the gap between lower-performing and higher-performing students, it is strongly recommended that innovative and learner-centred pedagogical approaches be introduced to enhance overall academic performance. Undoubtedly, there is also a pressing need to restructure English language curricula at the primary, elementary, and intermediate levels in alignment with international and advanced standards. Providing meaningful exposure to English only at the stage of higher education is insufficient, as it requires considerable time for students to reach an acceptable level of proficiency.
Students have been observed struggling even with basic forms of writing, such as applications and letter genres, to which they have been exposed since their junior classes. Common issues include inconsistency in expression, lack of cohesion and coherence, and persistent grammatical and structural errors. These findings indicate that foundational gaps in language learning must be addressed systematically and progressively to ensure sustainable improvement at the university level.
The introduction of targeted pedagogical strategies, such as short writing tasks, oral presentations, and collaborative group assignments that pair high-performing students with lower-performing peers, has shown noticeable improvement in students’ English language learning. These interactive and practice-oriented approaches promote engagement, confidence-building, and gradual skill development.
However, the effective implementation of such strategies requires instructors with subject-specific expertise. Addressing language deficiencies demands professional competence in linguistics and pedagogy rather than the assumption that any instructor can teach English effectively. It is therefore strongly recommended that qualified subject specialists be appointed to teach these courses. The positive impact of expert instruction becomes evident through the gradual and measurable improvement in students’ performance over time.
The writer is an award-winning columnist and currently serves as a Visiting Assistant Professor at Quaid-i-Azam University. She may be contacted at: saira.kazmi2022 @gmail.com