Abstract:
his paper examines the extent to which social factors contribute to the
success of English language learning among Senior High School 2 and
3 students in the Eastern Region of Ghana. Existing evidence according
to the West African Examinations Council (WA
EC) report reveals that
learners have difficulties learning English. We examine the extent to
which the social context in three environments namely; school, home
and the neighbourhood support English learning. Data was collected
using questionnaires from 1
444 students carefully selected from 75
public schools. This was complemented by data from interviews held
for teachers and headmaster/mistresses. Results reveal that existing
social activities that support learning outside the classroom are
minimal. The c
ommunity trusts in the school and school personnel to
provide the best possible education of English for their children. With
the school environment only providing the platform for English usage,
there is need for learners to be provided or exposed more to
English
through activities which can be proposed by a cooperation of
stakeholders in the education sector and the community as well.
