




































 

 

 

                American International Journal of Education and Linguistics Research  

  Vol. 2, No. 1; 2019 

Published by American Center of Science and Education, USA 
 

 

39 

Investigating the Factors Causing Poor English Language 

Learning at Zahir Shahi and Temoor Shahi High Schools 
 

Ahmad Anwari 

Kandahar University 

Kandahar, Afghanistan 

E-mail: ahmad.anwari1398@gmail.com 

 

 

Abstract 

The purpose of this study is to identify the factors causing poor English language learning at high schools 

manly; Zahir Shahi and Temoor Shahi high schools. Furthermore, the quantitative approach applied in this study 
and the data have collected by Questionnaire, which had 11 items and made from the literature review and the 

data is analyzed with SPSS (Version 21) and clarified the mean and standard deviation. Based on the findings of 

this research, the main causes have been included namely; first, the lack of skillful teachers of English language 

at schools. Secondly, the lack of standard textbooks. Thirdly, lack of effective strategies for teaching this 

language. 

 

Keywords: Poor English langage Learning, Zahir Shahi and Temoor Shahi High Schools 

 

1. Introduction 

Nowadays English is the international communication language around the world, it is the language of media, 

internet and the language of science, activities, computer, technology, diplomacy, and tourism, so learning 
English language is important for socialization entertainment and jobs. Many countries use English as a second 

or native language. According to Sneddon (2003) as a global language, it is obvious that English plays an 

important role in international interaction. International interactions include the economic relationship among 

countries, international business relationship, global trading, and others (Hege, 1993).English is not only used as 

an official language in many nations but also hasinfluences on many different cultures in a large number of 

countries; it is the central language of communication in the worldwide (Susanna, 2007). It is clearly bruised 

when a lot of people in a country speak English as the first language such as in the United States of America, 

Canada, Britain, Australia, New Zealand, South Africa and others (Braine, 2005) The expansion of the English 

language has rapidly increased the needs to gain better communication English throughout the world because 

the attitude to use English is very much needed for further studies, journeys in other countries as well as for 

social and professional global contacts of different kinds (Hashemi, 2011) 
In Afghanistan especially at Kandahar province, many students have been learning English since 2003, and now 

it has become more popular and included in the educational curriculum. Students study English language from 

fourth class until 12th class 4 or 3 times a week, while they graduate from school they are not able to speak, in 

English language, and while the students want to enter university first they want to go to the English language 

center for the preparation of the university subjects and have contended that, although students spend nine years 

studying English in schools, most of them graduate with a low level of English competence (Rajab, 2013). 

Some of the students who go to school, their speaking of English is very weak than other subjects, in every 

midyear exams, they become fail in English subject. And some of the other students who go to university, their 

English skills are so poor and they would face many challenges at university. According to Sahibzada, Saeedi, 

and Hussaini, (2018) Explored that 44% of students, when they enter the University of Kandahar, they have 

many challenges in their speaking skills. 

 In regardless of all the researches that have taken place according to this field of study, in all over the world and 
one research have conducted at Kandahar University according to poor four skills (Sahibzada, Saeedi & 

Hussaini, 2018). Still, the need is required to conduct research in Kandahar city high schools, because other 

researches have been conducted in other countries with a different system of education and with ESL/EFL 

learners of other countries with different cultures.    

2. Significance of the Study 

This research will help the teachers, who teach English in high schools of Kandahar city. So the teachers will 

change their plans accordingly, as well they will use different approaches and methods for teaching this 

language. Although the student will change their ways of learning English. They will try different ways, and as 

well the government will bring changes in this English course curriculum, all over the country, not just in 

Kandahar city. And this research will also help the ministry of education that they will bring changes in the 

educational context.  



 
 
 
 
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3. Purpose Statement 

The purpose of this research is to identify the major causes of poor English language learning at Kandahar city`s 

two high schools.  

 To be more specific, the objective of this study is: 

 To figure out the major causes that caused students to be poor in their English language learning. 

Similarly, the Research question is 
 What are the factors that caused students to become poor in their English language learning?  

4. Literature Review 
In this part of the study, the authors illustrated the finding and result of other scholars accordingly to the issue. 

Furthermore, A study that conducted at Kandahar University by Sahibzada, Saeedi and Hossaini (2018) they 

have conducted a study about the causes of literature students’ poor English skills, in the result of their study 

they have figured out the causes that limit EFL learners’ poor English skills: lack of professional teachers in 

school and non-standard textbooks of school these two have been identified as major factors that cause EFL 

learners to become poor in four skill. 

With the regard to the study of Souriyavongsa, Rany, Abidin & Mei (2013) at University of Laos, with the 

problem of English language weaknesses, and claimed in his study that the major factors, which causes students 

to be weak in their English language are numbered as follow: first, the majority of students stated that the 

English teachers are not well-trained. Secondly, students lack English foundation background. Third, students 
lack confidence to use English because they are afraid of mistakes and shy feeling. Fourth, the curriculum is 

inappropriate for helping students to improve their English proficiency. 

A study that has conducted by Alderman (2004) and investigated problem an exploration of the causes that 

caused EFL learners weak in their English language learning; the researcher have explored the difficulties of 

EFL students, especially adults, to learn English as a foreign language appropriately, based on the findings of 

the study, the researcher states to the students’ poor performance of language learning are affected by a lack of 

effort and lack of effective learning strategies. 

The causes of weak English learning have been widely investigated by Lei (2011) the result of the research have 

figured out the factors that caused EFL learners weak in English language is: the lack of motivation for which, 

in general, motivation is recognized as one of the most significant factors affecting students’ performance of 

second language and foreign language. 
A study has been conducted at the University of Glasgow by (Tanveer, 2007), on the investigation of the factors 

that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on 

communication in the target language found difficulties of language learning, differences in learners’ and target 

language cultures, the difference in social status of the speakers are the factors that affect the students’ weakness 

of language learning. 

According to Hashemi (2011) has conducted on Language Stress and anxiety among the English language 

learners at Iran and identified that students' weakness in English is due to the differences of social contexts and 

cultural environments. Surveys such as that conducted by Normazidah, Koo, & Hazita (2012) presented the 

factors that impact the EFL learners to have poor performance in English language learning as follows: English 

is regarded as a difficult subject to learn. Learners depend on English teachers as authorities. There is a lack of 

support to use English in the home environment and the community. Learners have insufficient or lacking 

exposure to the language as there is a limited opportunity to use English outside the classrooms. Lack of 
motivation for learning or the negative attitude towards the target language (Strevens, 1980).A study that has 

been conducted at China by Chang (2010), indicated the reasons cause students’ weakness for English language 

learning derived from learners’ laziness, lack of efficiency of the school, and insufficient of parents’ promotion 

are the major factors of weak English learning. 

Qahtani (2018) has conducted a study on the same issue and examined the problem in learning English as a 

second language in Shaqra University. Part of this problem is attributed to the poor background of the students, 

part to the lack of labs and other appliances and part to the absence of skilled instructors. 

Al-Johani (2009) stated that, during English classes, teachers spend most of the time illustrating and explaining 

the items of the new lesson verbally or writing on the board, while students are passive listeners and their 

responsibility is to record what has been taught and copy from the board. Furthermore, Al Rabai (2014) further 

added that teachers’ dominance of English classes caused students to be receptors, memorizers, and reproducers, 
which apparently encouraged them to participate ineffectively in the learning process. Therefore, this teacher-

centered approach has led to students’ lack of opportunity to interact and participate in a class or even to do a 

minimum of English practice. 

5. Method 

5.1 Research Site 

The most two popular high schools in Kandahar city namely; Zaher Shahi and Temoor Shahi high schools. 

5.2 Research Approach 
In this study, descriptive quantitative survey has applied to collect the data. Descriptive quantitative approach 



 
 
 
 
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41 
 

examines the phenomenon by collecting the data numerically. Moreover, “Survey research designs are 

procedures in quantitative research in which investigators administer a survey to a sample or to the entire 

population of people to describe the attitudes, opinions, behaviors, or characteristics of the population” 

(Creswell, 2012).   

5.3 Sampling Method 

Stratified sampling method, 60 students from Zaher Shahi and 40 from Temoor Shahi high schools, the number 
of samples will be from twelfth classes. In a stratified sampling method, the researcher divides the population on 

some specific characteristics, then use simple random sampling (Creswell, 2012, P, 144). The sample size was 

100 male students of these two high schools.  

5.4 Research design and Instrument 
Questionnaires have improved to collect the data from these two high schools, the design was a quantitative 

approach. The questionnaire has completed through the items of literature review and self-experiences of 

researchers and comprised of two parts; first, demographic information and the answer for the research question.  

5.5 Validity and reliability of the Questionnaire 

Before the dividing of the instrument (questionnaire) among students, for the establishment of the 

questionnaire’s validity, the researcher consulted with supervisor and instructor lecturer for creative feedback 

and comments. The lecturer advised for the structure, statements and Likert scales of the questionnaire. After 

entering the data to SPSS, the consistency of the questionnaire items was 0.72 Cronbach’s alpha. It seems that 
the questionnaire was reliable.  

6. Data Analysis procedure 

 In order to answer the research question, data were performed in SPSS (version, 19) in which researchers 

calculated means and the standard deviation to determine the causes of poor English language learning.  

6.1 Findings 
The following table 1 shows the demographic information of participant in the categories of gender, age, native 

language, and school names.  

Table 1: Demographic information 

 Characteristics  No of Participations Percentage 

Gender  Male 100 100% 

Age of participants 15-20 92 92% 

21-25 18 8% 

26-30 0 0% 

upper30 0 0% 

Native language  Pashto  92 92% 

Dari 6 6% 

Other 2 2% 

School of participants Zahir Shahi High School 60 60% 

Temoor Shahi High 

School  

40 40% 

 

The question “What are the factors that caused students to become poor in their English language learning?” 

was employed as the research tool in this study has attempted to identify the possible factors that find during 

students’ poor English language learning. Table 2 below presents the factors that cause students weak in English 

language learning. However, these cases cannot be generalized to all students, but it does represent a majority of 

the learners.  
Table 2: The causes of poor English language learning in High schools. 

Statements Mean STD. 

Deviation 

Lack of proficient teachers affected our English language learning 4.41* 0.93 

Lack of standard textbooks of school 4.23** 1.11 

Lack of effective learning strategies 4.12*** 1.22 

Lack of self-confidence for learning the English language 3.96 1.37 

Lack of motivation for learning or the negative attitude towards the target language 3.66 1.40 

Lack of interests with the English language 3.63 1.40 

Students have a limitation of vocabulary  3.60 1.32 

Materials are not always available for learning English 3.40 1.49 



 
 
 
 
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There is a lack of support to use English in the home environment and the community 3.35 1.32 

I learn depends on the English teachers as authorities 3.30 1.50 

English is regarded as a difficult subject to learn. 3.73 1.21 

Likert scales: 1=strongly disagree, 2=disagree, 3=undecided, 4=agree and 5=strongly agree 

Note: *=Highest, **= second highest, ***= third highest  

 

The result of the above table 2 shows the causes of weak English learning on EFL learners at High schools, 

which highest cause is Lack of proficient teachers affected our English language learning, it means that teachers 

of English language are not well-trained and proficient (M=4.41, SD=0.93). Furthermore, the second highest 

cause is Lack of standard textbooks of school, means that the books which made from the side of the Ministry of 

Education are not suitable for learning them as a foreign language (M=4.23, SD=1.11). Moreover, the third 

cause is Lack of effective learning strategies, means that principles of schools wouldn’t plane different strategies 

for the learning process (M=4.12, SD=1.22). The factors with low mean are as follow; there is a lack of support 
to use English in the home environment and the community (M= 3.35, SD=1.32), I learn depends on the English 

teachers as authorities (M=3.30, SD=1.50) and English is regarded as a difficult subject to learn (M=3.73, 

SD=1.21). 

6.2 Discussion 

The finding of the research question emerged the major factors of poor English language learning and described 

as follow; the lack of proficient teachers of schools adversely affected the learning of English language, it means 

the directorship of education at Afghanistan don’t care about the employment of teachers and the teachers are 

not well trained. Likewise, the finding is in line with the findings of Souriyavongsa, Rany, Abidin & Mei (2013) 

and Sahibzada, Saeedi, and Hossaini (2018). Furthermore, the second major cause of weak English learning is 

the lack of standard textbooks for English learning, it means that curriculum of High schools aren’t standard and 

the students couldn’t learning English as well as possible. Similarly, the finding is in line with the finding 
Sahibzada, Saeedi, and Hossaini (2018). Moreover, the third major cause of English language learning is the 

lack of effective learning strategies, it means that the teachers and principals of the schools wouldn’t plane 

different strategies for learning. The finding is in line with the finding of Alderman (2004).    

7. Conclusion 
The present study was designed to determine the Factors Causing Poor English Language Learning at Zahir 

Shahi and Temoor Shahi high schools. The study had shown that there were three highest factors that caused 

low English learning at two central high schools in Kandahar city. The most obvious finding to emerge from this 

study that students have responded was the lack of proficient teachers in English subject in their schools. The 

second highest cause that students stated was the lack of Standard English books of the curriculum in their 

schools. And the third highest factor or cause that students declared was the lack of effective learning strategies 

or approaches. The study had also found that there are three lowest factors that caused poor English learning at 

two central high schools of Kandahar. The first lowest factor was the lack of support to use English in the home 
environment and outside in the community. The second main lowest finding was that students felt that their 

English learning depends on their English teachers` authorities. And the third important lowest finding was 

students’ concerns that they have responded which was English is a difficult subject to learn. 

Recommendations 

 The following solutions could be addressed by this study in order to solve the problems of learners in learning 

English language: 

 The government should prepare the preparatory courses for the students to train them in scientific 

subjects to get good results in final exams of high schools. 

 Parents have the responsibility to support students economically and spiritually. 

 Qualified teachers should be hired for every subject at schools by the government. 

 Further study may be conducted to explore the causes of low English learning of Students in High 
Schools. 

8. Limitations 
Looking to the facts and reality, almost every study has its own limitations, which may cause the research to 

become slow down, so during the conducting of this research the researcher faced the following limitations. 

 Deficiency of the knowledge, during writing the review of the related literature the researchers could 

not find enough researches, which were conducted in this geographical location, it made us compel to 

refer online data for the completion of our related literature review comparing to our research site. 

 Unawareness of the advanced technology for the data analysis process. 

References 

Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. Routledge. 

Al-Johani, H. M. (2009). Finding a way forward the impact of teachers strategies, beliefs and knowledge on 

teaching English as a foreign language in Saudi Arabia (Unpublished doctoral dissertation). 



 
 
 
 
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43 
 

University of Strathclyde, Glasgow, Scotland, UK. 

Alrabai, F. (2014). A model of foreign language anxiety in the Saudi EFL context. English Language Teaching, 

7(7), 82-101.  

Braine, G. (2005). Teaching English to the World: History, Curriculum, and Practice. Taylor & Francis. 

Chang, Y.-P. (2010). A Study of EFL college students’ self-handicapping and English performance. Procedia - 

Social and Behavioral Sciences, 2(2), 2006-2010.  
Creswell, J. W., (2012). Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Sage 

publication.  

Hege, H. C,. (1993). Volume Rendering-Mathematicals Models and Algorithmic Aspects. 

Hashemi, M. (2011). Language Stress and Anxiety among the English Language Learners. Procedia - Social 

and Behavioral Sciences, 30(0), 1811 

Lei, Z. (2012). Investigation into motivation types and influences on motivation: the case of Chinese non-

English majors. English Language Teaching, 5(3), 100-122.  

Normazidah, C. M., Koo, Y. L., &Hazita, A. (2012). Exploring English language learning and teaching in 

Malaysia. GEMA Online™ Journal of Language Studies, 12(1), 35-55. 

Qahtani, H. (2018). Exploring Students’ Weaknesses in English Language at Shaqra University (Hurimlaa 

Campus), Saudi Arabia. PEOPLE: International Journal of Social Sciences, 3(3), 1299-1319 

Rajab, H. (2013). Developing speaking and writing skills of L1 Arabic EFL learners through teaching of IPA 
phonetic codes. Theory and Practice in Language Studies, 3(4), 653-659. 

Sahibzada, J. Saeedi, K, H. &Hussaini, M, A. (2018). The Causes of English Language and Literature 

Students’ Poor English Skills at Kandahar University, Kandahar University.International journal for 

innovative research in multidisciplinary field, 4, 177-185 

Sneddon, J. N. (2003). The Indonesian Language, Its History and Role in Modern Society. Sydney: NSW Press. 

Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English 

language learning: A case study in the National University of Laos. International Journal of English 

Language Education, 1(1), 179-192. 

Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English 

language learning: A case study in the National University of Laos. International Journal of English 

Language Education, 1(1), 179-192. 
Susanna, A. (2007). The weak language learner: a study of ways of taking weak language learners into 

consideration in class. Sweden: VaxjoUniversity,School of Humanities English, GIX115. 

Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning 

speaking skills and the influence it casts on communication in the target language. Master of 

Education in English Language Teaching Pathway, University of Glasgow. 

 

 

 

 

 

 

 

 

 

 

 

Appendix One 

Questionnaire 

Dear participants, 

The purpose of this research is to identify the major causes of poor English language learning at Kandahar city 

high schools. The questionnaire is designed to obtain data under the title of Investigating the Factors Causing 

Poor English Language Learning at ZahirShahi and TemoorShahi high schools. All the given information is for 

the research purpose. We will be grateful for your volunteer participation.  
Researchers’ names: Ahmad “Anwari”, Azizullah “Hassand” and Mohammad Sabir “Sadiqi”  

Part one:personal information 

School:   ZaherShahi   TemoorShahi 

Sex:   Male    Female  

Native Language:    Pashto   Dari                    Others: _______ 

Age:                  7-14   15 – 20               21 – 30       upper 30  
Part two:please read the statement carefully and “Tick Mark” one option from each statement in box below.  



 
 
 
 
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No Statement 
Strongly 

disagree 
disagree 

Undecide

d 
Agree 

Strongly 

agree 

1 English is regarded as a difficult subject to learn.      

2 I learn depends on the English teachers as authorities      

3 
There is a lack of support to use English in the home environment 

and the community 

     

4 Materials are not always availablefor learning English      

5 Students have a limitation of vocabulary      

6 Lack of self-confidence for learning English language       

7 
Lack of motivation for learning or the negative attitude towards 

the target language 

     

8 
Lack of proficient teachers affected our English language 

learning. 

     

9 Lack of standard textbooks of school      

10 Lack of interests with the English language       

11 Lack of effective learning strategies      

 

Appendix Two 

 پوښتنپاڼه

د ظاهر شاهي او تیمور شاهي عالي لېسو د هغه عواملو څیړل چی د شاګردانو د انګرېزيژبې په زدکړې کي د ضعیفتیا سبب د څیړني عنوان:

 ګرځیدلي دي. 

 ګرانه برخه اخستونکې:

ددې څیړني هدف دادئ، چیهغه عوامل او علل په نخښه کړي چی د کندهار ښار په دوو مرکزي عالي لېسو کي دانګلیسي ژبه د  

د ضعیفتیا سبب ګرځیدلې دي؛ نو همدا پوښتنپاڼه په دې موخه جوړه سوې ده، چید يادي ستونزي په اړه معلومات راټول، تحلیل او تجزيه زدکړي 

سي. ستاسي راکړل سوي معلومات به زموږ سره د دې څیړني د هدف په السته راوړلو کي مرسته وکړي؛ ستاسي د رضاکارانه برخي اخستني 

 مننه کوو. څخه د زړه له کومي
 : احمد انوري، عزيزهللا هڅاند او صابر احمد صديقي.د څیړنکو نومان

 شخصي معلوماتاوله برخه:

 تیمور شاهي           د مکتب نوم:       ظاهر شاهي

 ښځینه    نارينه   جنسیت: 

 نور..................  دري   پښتو  مورنۍ ژبه:
 لوړ ۳۰تر   ۲۱-۳۰     ۱۵-۲۰    ۷-۱۴  عمر:

(انتخابه درکړل سوي دئ؛ تاسي خپل نظر په صحیح عالمه په 5الندي جملې په غورسره ولولئ! د هري جملې له پاره پنځه )دوهمه برخه:

 الندي جدول کي په نخښه کړئ.

 بیانیې شمېره
کامالً 

 ناموافق یم
 موافق یم تصمیم نلرم ناموافق یم

کامالً موافق 

 یم

      لپاره ډير ستونزمن مضمون دېانګريزي د زدکړي  ۱

۲ 
ذانو تر واک الندي زدکړه  زه په غیر مستقل ډول د استا

 کوم.
     

۳ 
د انګريزی ژي د استعمال نشتوال په صنف، چاپیريال او 

 کور کې.
     

      د انګلیسی ژبي د لوست و موادو کمښت ۴

      د انګريزې ژبې د لغاتونو د ذخیري محدوديت. ۵

      پر ځان د باور نشتوالی د انګريزي ژبې په زدکړه کې ۶

۷ 
د تشويق نشتوالې او منفی برخورد د انګلیسی ژبې په 

 مقابل کې
     

      د باتجربه استاذانو نشتوالې ۸

      د مکتب کتابونه پر معیار نه برابر والې ۹

      د انګريزي ژبې و زدکړي ته د عالقې نشتوالې ۱۰

      زدکړيزي ستراتیژيانې د موثريت نشتوالېد  ۱۱

 

 

 

 

 

 



 
 
 
 
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Appendix Three 

 

 
 

 

 
 

Copyrights  

Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is 

an open-access article distributed under the terms and conditions of the Creative Commons Attribution license 

(http://creativecommons.org/licenses/by/4.0/). 


