Challenges and Strategies for English as a Second Language (ESL) Students in Higher Education

Abstract

English proficiency plays a pivotal role in academic and professional success, yet English as a Second Language (ESL) students face substantial linguistic, academic, and psychological challenges that hinder their performance in higher education. This study examines key barriers, including the absence of standardized proficiency assessments, language anxiety, academic writing difficulties, and social isolation. The research highlights the significant impact of these obstacles on student retention rates, academic achievement in professional fields such as nursing and STEM, and overall mental well-being. Additionally, the study evaluates the effectiveness of various intervention strategies, including early language assessments, targeted academic support, linguistic modifications in evaluations, and the integration of technology-driven learning tools. Findings underscore the necessity for universities to adopt a holistic approach to ESL education by implementing structured support systems, peer mentoring programs, and mental health initiatives. By embracing these strategies, institutions can foster an inclusive learning environment that enhances ESL students’ academic performance, confidence, and long-term career prospects.