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ABSTRACT
This study was designed to determine the problems of learning English as a second language in senior secondary schools in Egor Local Government Area of Edo State.
To guide this study three (3) research questions were raised. The survey research design was used in conducting this study and the population of the study consisted of two thousand five hundred and thirty eight (2538) from the thirteen selected schools in Egor Local Government Area Edo State. Using a random sampling technique, a sample of one hundred and seventy students were selected. A questionnaire was used to obtain data on the problems of learning English as a second language. A fifteen (15) item questionnaire was distributed to the students. The data obtained from the questionnaires were subjected to analysis using mean and standard deviation.
The findings of the study based on the questions raised revealed the extent to which the students home environment, school environment and teachers attitude cater to the learning of English as a second language. The study identified various learner-centered initiatives that could contribute to the increase of the learner's understanding of the English Language. Additionally, the study highlights the importance of emotional support, motivation, and feedback from teachers in promoting language learning autonomy and confidence. The study's implications suggest that senior secondary school teachers and policymakers must adopt a more nuanced approach to ESL instruction, incorporating student-centered methodologies, technology-enhanced learning, and targeted support systems to address the diverse needs of ESL learners. By addressing these challenges, educators can help bridge the gap between students' language proficiency and their academic aspirations.
