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This research titled “The Achievement in Learning English of Students at State Pariyatti Sāsana University in Yangon, Myanmar,” focuses on two primary objectives: 1. It aims to assess the level of achievement in learning English among students at State Pariyatti Sāsana University, and 2. It seeks to identify differences in English language learning achievements among these students. The study employs a combination of qualitative and quantitative methods, utilizing questionnaires for teachers and students to gather quantitative data and interviews with teachers to gather qualitative insights, drawing data from a sample of 50 undergraduate and graduate students, as well as insights from 10 teachers at State Pariyatti Sāsana University.

The results of the findings are revealed that the majority of respondents (93.5%) agreed that technology-based learning was preferred as it makes language learning easier. However, it is essential to note that having a teacher present to explain responses was still valued by the respondents. The level of achievement showed that within the area of writing proficiency, this research meticulously evaluated the capabilities of 50 students. It uncovered a noteworthy discrepancy, with 60% displaying commendable writing skills, while 40% grappled with less robust writing abilities, and this indicates a positive attitude towards learning English and a belief in one’s ability to improve language skills. The 20% who students responded negatively might have different reasons for their opinion, such as a lack of confidence in their level to be good speaking English or a perception that English is not a necessary skill for them.

It seeks to identify differences in English language learning achievements among these students. The result showed that four different methods of learning English, and respondents were asked to choose the easiest method. The majority of respondents (76.7%) chose the eclectic approach of no smart or chalk, which may suggest that they believe in the importance of using a variety of methods to learn English. Only a small percentage of respondents (7.2%, 8.3%, and 7.8%) chose specific methods such as chalk and board, smart classroom, and smart class with chalk, respectively. This may indicate that respondents do not see any particular method as easier than others or that they value the use of multiple methods for language learning. These findings serve as a sturdy foundation for the development of effective language learning strategies and support systems, ultimately bestowing benefits upon both the students and teachers at the university.

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This research titled “The Achievement in Learning English of Students at State Pariyatti Sāsana University in Yangon, Myanmar,” focuses on two primary objectives: 1. It aims to assess the level of achievement in learning English among students at State Pariyatti Sāsana University, and 2. It seeks to identify differences in English language learning achievements among these students. The study employs a combination of qualitative and quantitative methods, utilizing questionnaires for teachers and students to gather quantitative data and interviews with teachers to gather qualitative insights, drawing data from a sample of 50 undergraduate and graduate students, as well as insights from 10 teachers at State Pariyatti Sāsana University.

The results of the findings are revealed that the majority of respondents (93.5%) agreed that technology-based learning was preferred as it makes language learning easier. However, it is essential to note that having a teacher present to explain responses was still valued by the respondents. The level of achievement showed that within the area of writing proficiency, this research meticulously evaluated the capabilities of 50 students. It uncovered a noteworthy discrepancy, with 60% displaying commendable writing skills, while 40% grappled with less robust writing abilities, and this indicates a positive attitude towards learning English and a belief in one’s ability to improve language skills. The 20% who students responded negatively might have different reasons for their opinion, such as a lack of confidence in their level to be good speaking English or a perception that English is not a necessary skill for them.

It seeks to identify differences in English language learning achievements among these students. The result showed that four different methods of learning English, and respondents were asked to choose the easiest method. The majority of respondents (76.7%) chose the eclectic approach of no smart or chalk, which may suggest that they believe in the importance of using a variety of methods to learn English. Only a small percentage of respondents (7.2%, 8.3%, and 7.8%) chose specific methods such as chalk and board, smart classroom, and smart class with chalk, respectively. This may indicate that respondents do not see any particular method as easier than others or that they value the use of multiple methods for language learning. These findings serve as a sturdy foundation for the development of effective language learning strategies and support systems, ultimately bestowing benefits upon both the students and teachers at the university.

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