THE IMPACT OF ENVIRONMENTAL PREDICTORS ON ENGLISH LANGUAGE

PROFICIENCY AMONG SECONDARY SCHOOL STUDENTS IN SULEJA LGA

NIGER STATE.

CHAPTER ONE

INTRODUCTION

1.1 BACKGRAUND OF THE STUDY

Language is one of the most helpful tools we have as humans, and it is fundamental to our

survival. It has evolved into a vital means of communication across nations, cultural groups,

communities, and friends. It assists in the overall development and grooming of one’s

personality. It is used to communicate thoughts, wishes, and feelings. It denotes a certain culture

(Ogiegbaen and Delona, 2010). There is no such thing as a nation that does not have a language.

There are around 6,500 languages spoken in the world today, with English being one among

them. In general, English is one of the most widely used languages in the world today.

Nigeria has about 450 ethnic groups and is a multilingual nation. English became the official and

second language, and it is the language of inclusion, uniting people of various ethnic

backgrounds. The language is vital because it is utilized in communication, science, commerce,

and entertainment, among other things (Ogiegbaen and Delona, 2010). The language is no more

a linguistic phenomenon but a socio-political reality of which the economy is an integral part.

Internationalization of education and the desire to compete globally has led to the growth of

English-medium instruction (EMI) in higher education around the worlds. “Language is not

everything in education, but everything in education is nothing without language.”

Despite the fact that the English language is entwined in every element of Nigerian education,

secondary pupils continue to struggle with language learning. Language learners study English in
a second language context, which makes it challenging to learn English. In second language

acquisition, students find it challenging to use language abilities outside of language classes

since there are less possibilities owing to bad linguistic environment (Maesin et al, 2009). When

learning a new language, the environment plays an important role, and it may either help or

hinder language acquisition.

Parents have expressed worries regarding how exposure to multiple languages might affect the

language abilities and communication skills of children with autism (gilhuber et al., 2032).

According to Ogiegbaen and Delona (2010), environmental problems in Nigerian schools which

can be considered as the impact of environmental predictors on English language proficiency in

Nigerian secondary Schools are:

1 .Many schools, particularly those in metropolitan regions, are situated in places with a lot of

people moving about and doing things.

2 .Many schools have crumbling structures with leaky roofs and damaged walls.

3. The majority of schools are without power.

4. He also noted that most schools, particularly those in metropolitan regions, are overcrowded,

with some classrooms holding up to 100 children.

5. The majority of the institutions lacked sufficient staff rooms and offices.

6. Most schools lack libraries, and when they do exist, there is a dearth of literature on the

shelves.

7. Lack of well train English teachers who have mastered the subject and can Impact on the

students.

This is the critical situation of most secondary schools in Nigeria, which serves as an impediment

to successful English language teaching and learning. School Environment can greatly impact
English Language Proficiency in both positive and negative ways: The positive impact include

English-Speaking Culture, Qualified Teachers & resources, Extracurricular Activities,

Supportive Atmosphere. And the Negative Impact include Lack of English Exposure, Poor

Teaching Methods, Unsupportive Peer Environment, Limited Resources. Similarly Home

environment also plays role a crucial role in shaping English Language Proficiency by either supporting

or limiting exposure to the language. Hence this study investigate into the impact of environmental

predictors on English language proficiency among secondary school students in Suleja Niger

State.

The English language is Nigeria’s official language. In Nigeria, it is also a second language that

is taught and mastered. But most Nigerians find it difficult to acquire the language since there are

numerous elements that impact the learning of English language. Many psychologists agree that

the environment in which one finds oneself influences one’s language development (Ogiegbaen

and Delona 2010). The detrimental impact of the environment on students’ academic

performance in general, and their learning of the English language in particular, has been a

source of worry for all educational partners. In particular, it has been stated that secondary

school pupils’ English language proficiency is poor and unsatisfactory. In this regards, this study

aims to investigate impact of environmental factors (specifically looking at the learning

resources and learning environment) on English language proficiency among senior secondary

school students in Suleja LGA, Niger State.

1.2 STATEMENT OF THE PROBLEM

The proficiency in English language among secondary school students in Nigeria has been

considering their unique communication and language. Despite being the country's official

language and a crucial tool for academic and professional success, many students struggle to

attain adequate proficiency. Research suggests that environmental factors, such as

environment, significantly impact students' language learning outcomes. However, there is a

dearth of empirical evidence on the specific environmental predictors on English language

proficiency among secondary school students in Nigeria. This knowledge gap hinders the

development of targeted interventions to support students' language learning needs. Therefore,

this study aims to investigate the impact of environmental predictors on English language

proficiency among secondary school students, with a view to identifying key factors that

influence language learning outcomes and informing evidence-based strategies to improve

language instruction and student achievement.

1.3 OBJECTIVE OF THE STUDY

The general objective of this study is to investigate the impact of environmental predictors on

English language proficiency among secondary school students. The significance of

Environmental predictors in the language development of children with autism has been a focal

point in various studies. This study specifically sets out to:

1. To find out the availability of instructional aid used in teaching English language in the

school.

2. To examine if Home environment can affects the proficiency of English Language.

3. To examine if School environment can affects the proficiency of English language.

1.4 RESEARCH QUESTION

The following questions have been prepared for the study

1. Is there an availability of instructional aid used in teaching English language in some

2. Does school environment affects the proficiency of English language among Government

Secondary School students in SULEJA I Local Government Area?

3. Does Home environment affect the proficiency of English Language among secondary

school students in SULEJA Local Government Area?

1.5 SIGNIFICANCE OF THE STUDY.

The findings of this study would be beneficial to the students, the teacher, parents and the school.

It will encourage and enable the students to study and be proficiency in English Language. The

research will enable the teachers to always make the learning environment very conducive for

learning and also make them know the various means in which the learning resources can aid

their teaching.

The feedback they get from their children’s result will motivate them to encourage their children

to learn the language properly. It will also motivate the parents to contribute financially to the

upkeep and development of the environment in which their wards learn.

The result of this study will help the school to detect their mistakes and make positive

preparation to make the learning environment conducive for learning and to provide the right

learning resources for the teacher to use while teaching.

1.6 SCOP OF THE STUDY

Specifically this study will investigate the impact of environmental predictors on English

Language. The study will find out the availability of instructional aid used in teaching English

language in the school. The study will also examine if school environment affects the proficiency

of English language. Lastly, the study will recommend possible strategies of improving the

learning environment and enhancing proficiency in English language. Hence this study will be
delimited to secondary schools in SULEJA LGA of Niger state.

1.7 DEFINATION OF TERMS

1. Environmental Peredictors: It is the known characteristics in an environment that affects

the acquisition of English language.

2. English language: It is the official language and second language in Nigeria.

3. Secondary Schools: is an educational institutions that provide secondary education to

students typically aged 12, 15 to 18 years, leading to the completion of the secondary level of

education.

4. SULEJA local government area: is a local government area located in Niger state, Nigeria,

comprising various communities and urban centers, including SULEJA town.

5. Schools environm : is a places were a student can read and write.

6. HOME ENVIRONMENT: is places were by a student will have some rest and make there
assignment ETC.