The Language Learning Journey of an EFL Student: A Case Study of Taha at Kabul Education University

Learning English as a foreign language is crucial for students at public and private universities across Afghanistan. English is the lingua franca of business communication, technology, medicine, and social sciences. Adult Afghans learn English to secure scholarships and enhance their competencies through academic English. However, learning English as a foreign language (EFL) is challenging for Afghans due to limited resources in social and educational environments. This research was conducted through a qualitative case study of adult students in the English Department, Faculty of Languages and Literature at Kabul Education University. Data were collected through semi-structured interviews, observations, and essay evaluations using standard rubrics. The study examines a participant's foreign language learning process in a non-English speaking community, particularly investigating the strengths and weaknesses of the English language learning process in Afghanistan. It reveals how the participant overcame challenges while learning English as a foreign language and demonstrates their strengths in receptive and productive English skills. The study also highlights that EFL learners acquire English by making mistakes and errors in the initial stages of learning, and that confidence in making mistakes assists adult EFL students in improving their English language proficiency.