Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

The First Language (L1) interference is one of the influential factors that may cause acquisition problems of Second Language (L2) learners. This study was conducted considering L1 may influence L2 spelling acquisition. It was aimed to investigate the influence of Brebes Javanese phonological and orthographic system towards students' spelling of English words. The research questions were (1) how do Brebes Javanese L1 learners of English spell English words which contain phonemes that do not exist in Brebes Javanese dialect? And (2) what are the spelling errors of Brebes Javanese L1 learners of English when spelling English words containing non-existent phonemes in Brebes Javanese dialect? The subjects were 12 students of grade 12 in SMA N 1 Brebes, Central Java, Indonesia. Moreover, the data were gathered from the students' spelling in reading aloud an English text twice and some isolated words once, while other supporting data were collected through questionnaires, recordings, observations, and interviews. The main result revealed that the students tend to misspell the English words which contain non-existent phoneme, and they replace with similar sounds in their L1. In addition, majority of students misspelled the sounds:

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