Tangled Timelines: A Qualitative Exploration of ESL Challenges in Acquiring the English Past Tense

Abstract

This paper aims to discover and identify the challenges encountered by ESL (English as a Second Language) learners in their pursuit of mastering the English past tense. The acquisition of this grammatical aspect constitutes a crucial step in achieving language proficiency, yet it remains a challenge for many non-native speakers. Most ESL students in Brunei sit for the English Cambridge O Levels at the end of their secondary school education and to obtain the highest band in the Writing paper, students must demonstrate highly accurate use of complex spelling, punctuation, and grammar. Despite having been taught the past tense rule over their 12 years of studying English, some ESL students in Brunei still face difficulties in applying the past tense during assessments. Hence, the main objective of this research was to identify the underlying causes hindering students’ application of this grammatical concept, especially during assessments. This exploratory case study uncovered twelve ESL students’ challenges in applying the past tense through a self-reflective activity. The students’ responses were analyzed using thematic analysis to identify common, recurring themes and patterns. The themes derived from the data were: time limitations, confusion of irregular verb spelling, lack of practice, and translating of mother tongue to English. The findings have implications for educators, curriculum designers, and policymakers, aiming to inform the development of targeted interventions that can empower ESL learners to navigate the complexities of the English past tense more effectively.

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Author Information
Ewana Mohamad Yusop, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei Darussalam
Nur Qistin Mohd Harunthmarin, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei Darussalam