Exploring Challenges and Strategies in Teaching English to Non-English Majors within the Framework of Community Language Learning

Abstract

In the current era, the demand for English proficiency extends beyond English majors to students from various academic backgrounds. However, non-English department students often face challenges in formal classrooms, and language communities have emerged as alternative spaces to foster informal English learning. Despite their growing presence, the experiences of English tutors in informal settings are rarely examined. Addressing this gap, the present study investigates the challenges and strategies of teaching English to non-English major students within a university-based language learning community in Indonesia. Employing a qualitative case study design, two sixth-semester English department students, both active community tutors, were purposively selected as participants. Data were collected through in-depth interviews, observations, and group discussions, and analyzed thematically using Braun and Clarke’s (2006) approach. Findings reveal two key challenges faced by tutors: students’ low motivation and tutors’ limited competence in utilizing Information and Communication Technology (ICT). To address these issues, tutors adopted Communicative Language Teaching (CLT) to create a more engaging environment and ability-based grouping to tailor instruction to learners' proficiency levels. These strategies helped decrease classroom disparities and enhance student participation. This study concludes that the effectiveness of informal language learning is influenced not only by instructional methods but also by students’ enthusiasm and tutors’ adaptability. It also highlights the need for ongoing training of tutors in ICT and reflective teaching practices. While the study offers valuable insights, its scope is limited to two participants; thus, future research involving larger samples and a longer period are recommended.