Investigation of Challenges Students Experience in English Language Learning: The case of Selected Secondary schools in Central Zone of Tigray, Ethiopia

This time around English Language is playing a paramount role worldwide as it is widely used as a language of science and technology. In the Ethiopian context, since the introduction of the New Education and Training Policy in 1994, English is taught as a subject as of grade 1 in all regions and is used as a medium of instruction in secondary and tertiary levels. Nevertheless, according to some scholars in the area, the English language learning ability of Ethiopian secondary school students has been worsening. Therefore, the main objective of this study was to investigate the challenges students experience in English Language learning with particular reference to six selected secondary schools of the central Zone. In order to achieve the research objectives, a mixed approach methodology was used to obtain relevant and valid information. Coming to the subject of the study, students, English teachers, department heads, and directors were participants of the study. Then, both quantitative and qualitative data were collected using questionnaires, interviews, focus group discussions and classroom observations. Finally, the study showed that the students have poor background knowledge, a lack of motivation and participation, overuse of mother tongue by teachers and students, teachers use traditional lecture method, lack of co-curricular activities and language training centers. Finally, conclusions and recommendations are drawn based on the findings of the study. Key Words: Challenges, Competence, Motivation, Mother Tongue DOI: 10.7176/JCSD/75-02 Publication date: January 30th 2026