The English Language Teaching Approach and the Challenges presented by Myanmar ELT Teachers

L1 use in the EFL classroom allows both teachers and learners to achieve some educational and occupational goals (Enama, 2016). This study seeks to elucidate teachers' perceptions of the approaches and challenges they face in ELT domain in universities. An online semi-standardized interview was administered to assess their voices in the management of 29 novice university teachers from major cities and provinces who were appointed in 2015-2016. According to the findings of the study, the use of a bilingual approach in ELT corresponds to students' level of inequality. It is an effective tool for the teachers to reshape the learners? gap and to reduce the lethargic involvement of the trainees. According to the respondents, in ELT, they confront challenges such as time constraints, fixed course, and exam-oriented, insufficient teaching materials, deficiency of teaching pieces of training, pedagogical challenges, and class size mixed students? diverse linguistic level.