<p>This thesis emerges from a study that explored both the difficulties faced by Sri Lankan university students who are learning English as a second language (ESL) and the pedagogical strategies practised by ESL teachers to minimise these difficulties. Sri Lankan university students require high levels of English language proficiency to succeed academically and to succeed professionally after graduation; however, for many of these students, developing this proficiency has proven to be very challenging. The main aim of the study was to investigate the causes of the difficulties faced by Sri Lankan university students learning English. The investigation was undertaken through the lens of a conceptual framework that was designed to align English language learning difficulties with pedagogical solutions. The framework was developed by drawing on critical approaches to pedagogy, post method pedagogy and a sociocultural theory of learning following Vygotsky.</p> <p>Using a qualitative multiple case study methodology, first and second year students and their teachers at three Sri Lankan universities were interviewed and observed in class. The data collected were analysed thematically. ESL learning difficulties reported by the students and teachers were categorised according to whether they relate to sociocultural or institutional barriers or to language learning difficulties. Strategies used by the ESL teachers were analysed using the KARDS framework (Kumaravadivelu, 2012).</p> <p>The sociocultural barriers to students successfully learning English that were revealed by the study were the family environment, their earlier English education and the university subculture. The institutional barriers identified were crowded and mixed ability ESL classes, limited time and resources allocated to ESL lectures, poor quality and outdated teaching content, materials and teaching styles, a high academic workload and students' limited to English outside the classroom. Language learning difficulties arose because of students' low level of English proficiency, lack of engagement and participation in classroom interaction and limited commitment to English skills development. A major barrier was the mismatch between the English that students needed to learn and the English offered in the university ESL programs. Strategies used by the university ESL teachers to assist students were bringing the local context into their teaching, using the Sinhala language, encouraging classroom interaction and learner autonomy, building motivation and positive teacher±learner relationships and differentiating instruction according to proficiency level and target skills. Despite teachers using these strategies, students reported being dissatisfied with the ESL programs. The recommendation emerging from the study is for universities in Sri Lanka to develop ESL pedagogies that are specific to the Sri Lankan university context and responsive to the needs of Sri Lankan students.</p>