Moving Beyond the Struggle: The Coping Strategies of Bachelor of Arts in English Students in Learning Foreign Language

Learning a foreign language presents significant cognitive and emotional challenges, particularly in environments with limited exposure and resources. Bachelor of Arts in English (AB English) students, while adept in English, encounter distinct difficulties when acquiring an additional foreign language. This qualitative phenomenological study explored the lived experiences of AB English students at Assumption College of Nabunturan in learning a foreign language, with a focus on identifying their challenges and the coping strategies they employ. Data were gathered through in-depth interviews with purposively selected participants and analyzed using thematic analysis. The findings revealed that students face multifaceted challenges including linguistic complexity, anxiety, and instructional constraints. In response, they actively utilize a range of coping mechanisms such as self-directed learning, peer collaboration, strategic use of technology, and cognitive restructuring to manage difficulties and enhance their learning process. The study concludes that students’ proactive strategy use is crucial for navigating foreign language acquisition. It recommends fostering supportive learning environments that recognize these adaptive strategies to improve pedagogical practices and student outcomes in foreign language education. The study suggests creating supportive, low-anxiety learning environments that encourage active participation and communicative language use. Teachers should reinforce students’ effective coping strategies by promoting self-directed learning, peer collaboration, and the purposeful use of technology to supplement limited exposure. Professional development for language instructors and the establishment of peer-support systems are also suggested to improve instructional practices and student outcomes in foreign language learning.