Teaching English as a Second Language in Nigerian Schools: Issues and Challenges Faced by English Teachers in Public Schools in Akwa Ibom State, Nigeria

Abstract

English functions as a second language in Nigerian schools, and teaching it faces significant challenges. This study assessed the issues and challenges English teachers encounter in public secondary schools in Akwa Ibom State, Nigeria. Data were collected using 5-point Likert-scale questionnaires: Teacher Questionnaire (TQ) and Student Questionnaire (SQ). A descriptive survey design was adopted, involving 180 participants (30 teachers and 150 students) across six public schools in the state’s three senatorial districts. The teaching workforce is predominantly female (60%), with half holding a Bachelor's degree in Education. Female students slightly outnumber males at 56.7% to 43.3%, and SS2 has the highest representation (36.7%). A significant majority of students (73.3%) do not speak English at home, potentially affecting their performance. Teachers reported inadequacies in textbooks and teaching aids (mean = 3.13) and technology access (mean = 2.77), while administrator support scored 3.47. Despite resource gaps, students rated their teachers highly for clarity in delivery (mean = 4.33) and engaging methods (mean = 4.35). Statistical analysis revealed that teacher challenges significantly impact student performance (p = 0.002), and gender differences affect perceptions of teacher effectiveness (p = 0.015). Resource inadequacies were most pronounced in Eket district (70%). The study highlights critical challenges in ESL education, including large class sizes, insufficient resources, and limited language practice. Recommendations include reducing class sizes, investing in language labs and digital resources, enhancing teacher training, and promoting extracurricular activities like debates and English clubs. Revising education policies to support ESL education is also imperative.