Abstract:
This paper is based on an on-going case study that is being conducted during the course of a year with
students who are learning English as a Foreign Language (EFL) in Sri Lanka. The four foreign
students who are participants of the case study are currently following a course in English, which
consists of the basic components of reading, writing, speaking, listening and grammar at the English
Language Teaching Unit, (ELTU), University of Kelaniya.
The researcher is aware that these language learners often find it somewhat difficult when it comes to
learning EFL in a foreign environment. This research attempts to identify and explore these diverse
issues faced by language learners. The research is based on the premise that the classroom instructor
who teaches EFL may often come across disparities that exist between his/her goals and the student’s
expectations. Therefore, the research paper addresses the question as to what issues may arise as a
result of these disparities when teaching English as a Foreign Language (TEFL) and in turn seeks to
overcome the challenges faced in this area in Sri Lankan Universities. The broader objective of this
research is to identify and address these issues in order to improve the quality of TEFL in Sri Lankan
Universities. The researcher/ classroom instructor attempts to respond to varied problems that range
from issues concerning language acquisition to motivational factors.
This case study is both qualitative and descriptive as it seeks to address the research problem through
in-depth interviews, extensive discussions and observations. The situation of TEFL is unusual in Sri
Lankan universities which are generally focused on TESL (Teaching English as a Second Language).
