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Abstract

This study attempts to analyze the context of English learning process in the conflict zone, Yemen, by investigating the challenges encountered by undergraduate English students. It tries to examine their safety needs at university throughout the whole four-year program. It also seeks to scrutinize their psychological barriers and technical problems they may face during their study at university. Finally, it explores the socio-economic obstacles they confront due to war. Based on judgmental sampling technique, 300 participants were selected to respond to a five likert survey comprising 24 questions followed by a structured-interview with part of the sample selected randomly. Findings on the basis of descriptive statistics reveal that majority of the Yemeni undergraduate English learners fall under a high level of agreement as far as the challenges in the conflict zone are concerned. Results confirm many difficulties faced by the Yemeni EFL learners in their conflict regions such as; risky routes to university, damaged or occupied blocks by armed people, absence of most of the professors, demotivation, anxiety, dissatisfaction with education quality, ambiguity of future career, shortage of gas, food, pure water, electricity and internet connection. Findings also indicate other challenges like the slow go and complication of regulations’ processes, favoritism in recruiting people, controversial curriculum, outdated or inappropriate syllabi to labor market, community’s vision about peace, clashes among students on political issues, unaffordability of books, fees and transportation fares. Recommendations suggest that genuine efforts should be made to reach out to young Yemeni learners by identifying their requirements for security and beginning an immediate negotiation and collaboration among all disputed parties and stakeholders to overcome their psychological, technical & socio-economic intricacies.

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