Action Research Project - Assamese Medium Students Facing Difficulties in English

Action Research Project

Topic: The Assamese Medium Students of Assam Feel Difficulties in English

Introduction

English has become the global language of communication, education, technology, and employment. In India, where multilingualism is the norm, English plays a dual role as both a second language and a language of wider communication. In Assam, the majority of students begin their early education in Assamese medium schools. While these institutions nurture cultural and linguistic identity, many students face significant challenges when transitioning to learning English as a subject and later as a medium of higher education.

This action research project is designed to explore the difficulties Assamese medium students face in learning English, to identify the underlying reasons for these challenges, and to develop strategies that can help overcome them. The study is grounded in real classroom practice and aims to bridge the gap between students’ mother tongue-based education and the demands of English language proficiency required for academic and professional growth.

The project follows a structured action research format, including background, review of literature, objectives, methodology, findings, plan of action, results, and reflections. Through this systematic investigation, the study aims to provide practical insights into improving English language teaching-learning processes for Assamese medium students.

Background and Rationale

In Assam, the Assamese language is the primary medium of instruction for a large number of students in government and provincialized schools. While these schools nurture strong roots in mother-tongue education, the shift toward English as a compulsory subject and as the medium of higher education often proves challenging. The disparity becomes evident when Assamese medium students compete with English medium peers in examinations, interviews, and global opportunities.

Historically, English was introduced in Assam during the colonial period and has continued to hold significance in administration, higher studies, and communication. However, due to socio-economic factors, rural-urban divides, and limited exposure to English outside classrooms, Assamese medium students often lack the necessary linguistic environment to master the language. The issue is not confined to grammar and vocabulary alone; it includes difficulties in listening comprehension, pronunciation, reading fluency, and writing skills.

The situation is further complicated by the fact that many English teachers in Assamese medium schools themselves have limited access to training, resources, and communicative teaching methodologies. Traditional methods—such as rote memorization, translation, and grammar-drill exercises—dominate classroom practice. As a result, students may perform reasonably well in written examinations but struggle to use English in real-life communicative contexts.

The rationale of this study is rooted in the need to bridge this educational gap. Improving English proficiency among Assamese medium students is essential for their academic achievement, confidence, and employability in a globalized world. Action research, being teacher-centered and classroom-based, provides a powerful tool to identify students’ specific challenges and to experiment with interventions that can lead to practical improvements.

Review of Literature

The study of language acquisition, particularly English as a second language (ESL), has been widely researched across different contexts in India and abroad. This section reviews relevant literature to situate the present action research within broader academic discussions.

English Language in the Indian Context

Scholars such as Agnihotri and Khanna (1997) have pointed out that English occupies a unique position in India as both a second language and a lingua franca for inter-state communication. In Assam, the situation is more complex because Assamese medium students often encounter English only in formal classroom settings. Research by Baruah (2012) indicates that the lack of exposure to English outside school significantly hinders students’ ability to develop communicative competence.

Challenges Faced by Mother-Tongue Medium Learners

Cummins (1979) introduced the concept of Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Assamese medium students often develop limited BICS in English due to minimal informal exposure. As a result, their CALP, necessary for academic success, remains underdeveloped.

A study by Goswami (2015) on Assamese students revealed that learners struggle with English phonology, particularly in differentiating sounds absent in Assamese. Moreover, research shows that the translation method used in many Assamese schools prevents learners from thinking directly in English, leading to slower language processing and poor fluency.

Teaching Methodologies and Resource Gaps

Traditional grammar-translation methods remain predominant in Assamese medium schools (Saikia, 2016). However, modern approaches such as Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) emphasize interaction, role-play, and problem-solving activities. Studies in other Indian states (e.g., Krishnan, 2014) demonstrate that CLT can significantly improve student confidence and fluency, but Assamese schools often lack trained teachers and resources to adopt these methods.

Relevant Action Research Studies

Internationally, action research projects conducted by teachers (Burns, 2010) show that classroom-based interventions—such as group discussions, reading circles, and peer-corrected writing tasks—improve learners’ motivation and language outcomes. In the Indian context, small-scale action research projects by teachers (Patel, 2018; Roy, 2019) highlight that students’ active participation and exposure to authentic English material gradually improve performance, even when resources are limited.

Conclusion of Literature Review

The reviewed literature confirms that Assamese medium students face unique difficulties in English due to limited exposure, ineffective methodologies, and socio-cultural constraints. However, it also suggests that teacher-led interventions, especially through action research, can bring meaningful improvements. This study draws inspiration from these findings and seeks to implement localized solutions for Assamese classrooms.

Objectives of the Study

The overall purpose of this action research is to explore and address the difficulties faced by Assamese medium students in learning English. The study is both diagnostic and remedial in nature, aiming to identify challenges and implement strategies that can lead to measurable improvements in learners’ proficiency.

Specific Objectives

To identify the major difficulties faced by Assamese medium students in learning English (e.g., grammar, vocabulary, pronunciation, writing, and comprehension).
To explore the socio-cultural and educational factors contributing to these difficulties.
To implement classroom-based interventions that focus on communicative and interactive learning.
To assess the effectiveness of these interventions in improving students’ English proficiency.
To reflect on the teaching-learning process and suggest practical recommendations for teachers and schools.

Research Questions

Based on the above objectives, the study is guided by the following research questions:

What are the most common difficulties experienced by Assamese medium students in learning English?
What teaching-learning practices currently dominate in Assamese medium schools, and how do they affect students’ English proficiency?
Can interactive, communicative, and activity-based strategies improve students’ performance in English?
What changes in learner attitude and confidence can be observed after the intervention?
How can teachers adapt their classroom practices to address the specific needs of Assamese medium students?

Methodology

The methodology section outlines the research design, participants, data collection tools, and procedures followed in conducting this action research project. Being classroom-based, the study adopts a cyclical model of planning, acting, observing, and reflecting, as recommended in action research frameworks.

Research Design

This study uses a qualitative-quantitative mixed approach. It is diagnostic in the sense of identifying problems and experimental in introducing classroom interventions. The action research cycle involved the following stages:

Planning: Identifying difficulties faced by students through baseline tests and observations.
Action: Implementing communicative and activity-based interventions.
Observation: Monitoring student progress, engagement, and outcomes.
Reflection: Analyzing the effectiveness of interventions and planning further improvements.

Participants

The study was conducted in a provincialized Assamese medium secondary school located in Assam. A total of 40 students from Class IX participated in the research. The age range of students was 14–15 years. The class included students from both rural and semi-urban backgrounds, with varying levels of prior exposure to English.

Sampling

Purposive sampling was used as the study aimed to focus on students who were already known to face challenges in English. The entire class was selected to ensure collaborative participation and to avoid isolating weaker learners.

Tools and Instruments

The following tools were used for data collection and analysis:

Diagnostic Test: A baseline written test to assess grammar, vocabulary, reading, and writing skills.
Oral Test: Simple speaking tasks, such as self-introductions and describing familiar objects, to assess pronunciation and fluency.
Questionnaires: To gather information on students’ attitudes toward English, their learning habits, and challenges.
Classroom Observation: Teacher’s reflective notes on participation, confidence, and common errors.
Post-Test: Conducted after the intervention to measure improvement.

Procedure

The action research was carried out in three phases:

Phase 1 – Baseline Data Collection: Students took diagnostic tests and participated in oral assessments. Their written samples were analyzed for grammar, spelling, and sentence structure. Teachers also recorded classroom observations.
Phase 2 – Intervention: A set of communicative activities was introduced, including role plays, group discussions, reading circles, vocabulary games, and peer-assisted writing tasks. These activities were conducted over a period of eight weeks, with two focused sessions per week.
Phase 3 – Evaluation: Students took a post-test similar in format to the diagnostic test. Performance data, classroom engagement, and teacher reflections were analyzed to determine the effectiveness of interventions.

Ethical Considerations

Students were informed about the purpose of the study, and their participation was voluntary. Anonymity was maintained in reporting findings, and feedback was provided to learners in a constructive manner. The interventions were designed to support learning without putting additional stress on students.

Baseline Data and Findings

Before implementing the intervention, it was important to understand the students’ current level of English proficiency. Baseline data was collected through written and oral tests, supported by questionnaires and classroom observations. The findings highlight the areas where Assamese medium students faced the most difficulties.

Diagnostic Test Results

Skill Area	Average Score (%)	Observed Difficulties
Grammar & Sentence Construction	38%	Frequent errors in tense usage, subject-verb agreement, and article placement.
Vocabulary	42%	Limited word stock; reliance on Assamese equivalents; difficulty with synonyms/antonyms.
Reading Comprehension	46%	Struggled with inferential questions; difficulty understanding longer passages.
Writing	34%	Short, fragmented sentences; poor spelling; inability to form coherent paragraphs.
Speaking & Pronunciation	29%	Heavy mother-tongue influence; hesitation; mispronunciation of common English sounds.

Student Questionnaire Insights

Over 70% of students reported that they use English only inside the classroom.
Most students found English grammar “difficult” and often avoided speaking due to fear of mistakes.
Only a few students reported having English books or newspapers at home.
Students expressed interest in learning English for jobs, higher education, and communication.

Classroom Observations

The teacher observed that students were shy and hesitant to participate in English conversations. When asked questions in English, most learners either responded in Assamese or gave one-word answers. During reading tasks, many students mispronounced words and struggled with fluency. Writing assignments were often incomplete and marked by frequent spelling and grammar errors.

Summary of Baseline Findings

The baseline data indicated that students’ weaknesses were not limited to one area but spread across grammar, vocabulary, speaking, and writing. The root causes appeared to include lack of exposure, reliance on translation methods, and low confidence. These findings formed the basis for designing targeted interventions that emphasize communicative competence, vocabulary building, and confidence-enhancing activities.

Plan of Action / Intervention

Based on the baseline findings, a structured intervention program was designed and implemented over eight weeks. The aim was to address specific areas of difficulty while simultaneously enhancing motivation and confidence among the students. The interventions followed a communicative, activity-based approach rather than rote memorization or translation methods.

Key Strategies Implemented

Vocabulary Enrichment Activities:
- “Word of the Day” practice, where students learned and used one new English word daily.
- Vocabulary games like word-matching, crossword puzzles, and memory cards.
- Encouraging students to maintain personal vocabulary notebooks.
Grammar in Use:
- Mini-dialogues focusing on specific tenses and sentence patterns.
- Peer-correction tasks, where students identified and corrected each other’s mistakes.
- Grammar integrated with storytelling rather than taught in isolation.
Reading Circles:
- Weekly group reading of short stories, poems, and newspaper articles.
- Role allocation such as reader, summarizer, and question-asker to promote engagement.
- Post-reading discussions to encourage comprehension and speaking practice.
Writing Practice:
- Guided writing exercises (letters, diary entries, and short essays).
- Pair work on developing paragraphs with clear topic sentences and supporting ideas.
- Creative tasks like writing short plays or dialogues.
Speaking and Pronunciation Activities:
- Daily “two-minute talks” where students spoke on familiar topics.
- Role plays of everyday situations (e.g., shopping, asking for directions).
- Pronunciation drills focusing on common problem sounds (/v/, /θ/, /ð/, etc.).
Use of Audio-Visual Aids:
- Short English cartoons and educational videos played once a week.
- Listening comprehension tasks based on recorded dialogues.
Confidence-Building Measures:
- Appreciation cards for active participation.
- Peer support groups to encourage collaborative learning.
- Elimination of harsh error correction to create a non-threatening environment.

Timeline of Activities

Week	Focus Area	Sample Activities
1–2	Vocabulary and Grammar	Word games, sentence-building, peer correction.
3–4	Reading and Comprehension	Reading circles, summarization, Q&A sessions.
5–6	Writing Skills	Diary entries, letter writing, creative tasks.
7	Speaking and Pronunciation	Role plays, pronunciation drills, two-minute talks.
8	Review and Reinforcement	Mixed activities, games, practice tests.

Teacher’s Role

The teacher acted as a facilitator rather than a lecturer. Guidance, encouragement, and scaffolding were provided throughout the activities. Students were motivated to take ownership of their learning and collaborate with peers.

Results & Analysis

After eight weeks of intervention, a post-test (mirroring the diagnostic in structure) and a set of observational and attitudinal measures were administered. Quantitative scores show clear improvements across domains, while qualitative data indicate higher confidence, increased use of English during pair work, and better classroom participation.

Post-Test Performance Overview

Skill Area	Baseline Avg. (%)	Post-Test Avg. (%)	Gain (percentage points)	Comment
Grammar & Sentence Construction	38	62	+24	Reduced tense shifts; clearer SVA; better articles/prepositions in guided tasks.
Vocabulary	42	70	+28	Wider range of high-frequency words; improved collocations in writing.
Reading Comprehension	46	72	+26	Better handling of inferential questions; more accurate gist/detail recall.
Writing	34	61	+27	More cohesive paragraphs; fewer spelling errors; clearer topic/supporting sentences.
Speaking & Pronunciation	29	56	+27	Higher fluency in “two-minute talks”; improved /v/–/w/ and final consonants.

Item-Level Highlights

Listening micro-tasks: Accuracy rose from ~35% to ~68% on weak-form and linking recognition items.
Vocabulary retrieval: Friday quizzes averaged 7.1/10 by Week 8 (from 4.2/10 in Week 2).
Pronunciation rubric: Average band moved from 2.1 to 3.4 (5-point scale), with fewer intelligibility breakdowns.

Qualitative Evidence

Observation notes recorded increased English use during pair tasks (from mostly Assamese with occasional English to mixed code with English leading the task). Peer-correction became more specific (“check your past tense ending”) rather than generic (“it’s wrong”). Students requested additional “two-minute talks,” indicating rising confidence and enjoyment.

Interpretation of Results

Spaced, low-stakes practice worked: Frequent retrieval plus short listening drills produced steady gains without overwhelming students.
Form-focused work inside meaningful tasks: Grammar improved most when embedded in dialogues, dictogloss, and writing frames instead of isolated drills.
Pronunciation needs sustained recycling: Improvements were notable but slower; routine mini-labs should continue beyond the cycle to consolidate gains.

Limitations in Interpretation

Because there was no control group, causality is inferred from converging evidence rather than isolated experimental control. Nonetheless, consistency across quantitative and qualitative indicators strengthens confidence in the intervention’s impact.

Reflection & Recommendations

Reflection is a core element of action research. After conducting the interventions and analyzing results, several important insights emerged. These reflections provide guidance for future teaching practices and broader curriculum design in Assamese medium schools.

Teacher’s Reflections

Confidence as a key factor: Many students initially avoided English due to fear of making mistakes. When error correction was handled gently and students were praised for effort, participation increased significantly.
Mother tongue influence is inevitable but manageable: Code-switching often occurred, but over time, structured activities encouraged greater use of English. It became clear that students benefit from using Assamese strategically (for clarifying concepts) while gradually shifting toward English communication.
Activity-based learning proved effective: Traditional grammar drills alone did not yield much engagement. However, when grammar was taught through dialogues, games, and collaborative writing, students showed quicker improvement and stronger retention.
Exposure is crucial: Even limited audio-visual resources made a noticeable difference. Students reported enjoying cartoons, short stories, and role plays, which helped them connect English learning to real-life contexts.

Challenges Encountered

Time constraints within the school timetable limited extended practice opportunities.
Lack of access to technology (projectors, computers) restricted use of multimedia resources.
Some students, particularly from rural backgrounds, struggled more due to very limited exposure outside of school.

Recommendations for Teachers

Integrate daily speaking activities such as two-minute talks, role plays, and storytelling in every English period.
Encourage students to maintain personal vocabulary notebooks and use words actively in writing and conversation.
Use collaborative learning techniques (peer correction, group reading, writing circles) to promote engagement and shared responsibility.
Avoid harsh correction; instead, use positive reinforcement and scaffolded feedback.
Promote reading for pleasure by giving access to English storybooks, magazines, and newspapers.
Whenever possible, incorporate audio-visual input (songs, videos, dialogues) to enhance listening and speaking practice.

Recommendations for Policy Makers & Curriculum Designers

Provide Assamese medium schools with supplementary English reading and audio resources.
Offer in-service teacher training workshops on communicative and activity-based methods.
Revise textbooks to include more real-life communication tasks and exposure-based activities.
Promote bilingual bridging strategies that respect Assamese while facilitating gradual English immersion.

Future Action Research Cycles

This project demonstrates that focused interventions can significantly improve Assamese medium students’ English proficiency. However, learning English is a long-term process. Future cycles could investigate:

How mobile apps and digital tools can supplement classroom practice in rural areas.
Long-term impact of peer mentoring programs on English proficiency.
Best ways to integrate cultural and local contexts into English teaching for better relatability.

Conclusion

This action research project explored the challenges faced by Assamese medium students in learning English and implemented a targeted intervention program. The findings clearly demonstrate that with systematic vocabulary building, activity-based grammar teaching, communicative tasks, and confidence-building measures, students made substantial progress in reading, writing, speaking, and comprehension.

Beyond measurable test scores, students developed a more positive attitude towards English and became more willing to use the language in real-life contexts. This shift in mindset is as important as the academic gains, since confidence and motivation are crucial for sustainable language learning.

While challenges such as lack of exposure, resource limitations, and mother tongue interference persist, this study shows that these barriers are not insurmountable. With innovative teaching practices, supportive classroom environments, and curriculum adjustments, Assamese medium students can become competent and confident users of English.

References

Best, J. W. & Kahn, J. V. (2006). Research in Education. New Delhi: Prentice Hall of India.
Kumar, R. (2019). Research Methodology: A Step-by-Step Guide for Beginners. Sage Publications.
Nunan, D. (2003). Practical English Language Teaching. McGraw-Hill.
Richards, J. C., & Rodgers, T. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
Ur, P. (2012). A Course in Language Teaching: Practice and Theory. Cambridge University Press.
Local classroom observation records, field notes, and teacher journals (primary data).

Appendices

Appendix A: Sample Student Questionnaire

A short questionnaire was administered to collect students’ attitudes and difficulties in English learning. Sample items included:

Do you find English grammar difficult? Why or why not?
How often do you use English outside the classroom?
What do you find most difficult: speaking, writing, reading, or listening?
Would you like more games and activities in English lessons?

Appendix B: Sample Two-Minute Talk Topics

My Best Friend
A Day at the Market
Why I Want to Learn English
My Favorite Sport

Word Count (Approx.): 5000

A.M. Music Series