Social factors and English learning: The Case of Some Senior High School Students in Eastern Region, Ghana .

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.