Initial Proficiency Levels and Failure Rates in English Language Learning: A Study of Secondary School Students in District Chiniot, Punjab, Pakistan

Abstract

Despite being a crucial subject, English language proficiency remains a challenge for many students, impacting their academic performance and future prospects. By applying quantitative research approach, incorporating quantitative research methodologies, this study seeks to identify and analyze the various factors influencing students 'performance in English. Through surveys, interviews, and academic record analysis, there search was delved into aspect such as teaching methodologies, curriculum adequacy, student attitudes towards English, socio-economic backgrounds, language proficiency levels, parental involvement, and institutional support systems. The total number of students who failed in the English subject in Tehsil Bhowana was 991.Convenient sampling was used to choose 131    students of class 10th who failed in class9th English Subject however 131 students made up the study sample. The sample size of this study was 131 students of secondary schools of Tehsil Bhawana District Chiniot by keeping the confidence interval 8% and confidence level 95%.The sample size was determined by using online available software i.e. www.surveysystems.com.A questionnaire was used for data collection. Data were analyzed through Statistical Package for Social Sciences (SPSS). The findings of this study provide detailed insights into the factors contributing to students' failure in English at the secondary school level in Tehsil Bhawana, District Chiniot. Among the 131 respondents, 51.1% were aged between 12-15 years, and 48.9% were aged between 15-20 years, ensuring a balanced representation of adolescents in critical developmental stages. A majority (74.8%) of the participants were male, while 25.2% were female. All respondents (100%) were at the beginner level of English proficiency, indicating a uniform need for foundational language instruction. Most students (99.2%) have studied English for 5-10 years, yet they still struggle with basic language skills. Socio-economic factors also played a significant role, with 74.8% of respondents' mothers being illiterate and 96.2% residing in rural areas, limiting access to educational resources.