Teachers’ influence in English language learning: A quantitative analysis

Abstract

Although many South African learners are not fluent in English, they are required to study subjects in this language due to resource limitations and the global importance of English for educational and career advancement. With this study we explored learners’ perspectives on the influence of teachers in learning English as a second language, focusing on teacher competence, instructional strategies, and classroom practices. A quantitative research design was employed, targeting individuals who completed Matric (Grade 12) within the past 5 years. Data were collected via social media-based questionnaires, yielding 100 responses. Descriptive statistics were used to analyse Likert-scale items measuring teacher qualifications, subject knowledge, proficiency, and use of task-based learning. Findings reveal that while 56% of participants agreed their teachers were well qualified, 38% disagreed. Only 54% felt that their teachers provided comprehensible input, and 50% reported receiving feedback to improve their English. Furthermore, 44% indicated that task-based teaching was used, while 42% disagreed. These results highlight inconsistencies in teacher preparedness and instructional quality. We recommend enhancing teacher training and refining policies of the Department of Basic Education to strengthen English as the language of learning and teaching (LoLT) and to improve literacy outcomes.