Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.24, 2021 88 Secondary School Students’ Text Possession, Attitude to English Language Learning and Home Background as Factors Affecting Their Learning of English Language Patience I. O. Aika 1* Stella I. Uyi-Osaretin 2 Rose J. Musa 2 1.Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin, PMB 1155, Benin City, Nigeria 2.Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin, PMB 1154, Benin City, Nigeria Abstract The English language enjoys a high status in Nigeria. In the school system, English is a compulsory subject from the upper primary school level onwards. However, it has been observed that students perform poorly in the subject. Several reasons have been adduced for this. While previous studies have focused on several learner factors, a few empirical studies exist on students’ attitude to learning English Language, students’ home background and students’ possession of recommended English Language textbooks. Against this background, this study investigated students’ text possession, attitude to English Language learning and home background as factors affecting the learning of English Language. The study adopted the descriptive survey research design. The sample comprised 333 senior secondary school students in Benin City. Three research questions were raised. Data were collected using an instrument titled ‘Text Possession, Attitude and Home Background Questionnaire’ (TPAHQ, r= .74). Results revealed that students have positive attitudes toward the learning of English Language and an enabling home background for the effective learning of English Language. In addition, students do not possess the recommended English Language textbooks. It is recommended that teachers should use engaging teaching methods to sustain the positive attitudes students have towards learning English Language. Similarly, parents should continue to ensure that their homes are conducive to effective learning. Finally, textbooks should be made available for students. Keywords: Text possession, Attitude to English Language, Home background, English Language learning DOI: 10.7176/JEP/12-24-11 Publication date:August 31 st 2021 1. Introduction The English language enjoys a high status in Nigeria. It is the language of formal education, the language of government, business and commerce, the mass media and others. Apart from being the medium of instruction from the upper primary level of education onwards, the language is taught as a compulsory subject in schools. Due to the multi-lingual and multi-cultural nature of the country, English serves as the medium of intra-national and inter-national communication. Urevbu (1984) notes that it is a generally accepted necessity in Nigeria to learn English at some stage. However, scholars such as Ezeokoli (2002), Oladunjoye (2005), Asokhia (2009), Ojetunde (2010) and Nwigwe and Izuagba (2017) have observed that students perform poorly in English Language examinations such as those conducted by the West African Examinations Council (WAEC) and the National Examinations Council (NECO). Many students find it difficult to secure admission into higher institutions of learning because of their inability to obtain a minimum of a credit pass in English Language in the Secondary School Certificate Examinations (SSCE). A plethora of reasons exists for the poor state of students’ performance in English Language. These reasons range from teacher variables such as poor methodology, teachers’ attitude to teaching English Language, teacher qualification and years of teaching experience to school variables such as learning environment and school location. In addition, there are some reasons that are traceable to the learner which forms the focus of this study. They include the learner’s possession of relevant textbooks, the learner’s home background and the learner’s attitude toward learning the English Language. Textbooks perform a pivotal role in the teaching/learning process. They are perhaps the most widely used teaching resource (Murray and Perez, 2011). Teachers consistently rely on them for delivering content and for assessing what students do and learn (Oakes & Sanders, 2004; Fitzpatrick & McConnell, 2009). Textbook serves as a time saver for the teacher as it gives direction to lessons, guides discussions, facilitates the giving of homework and makes teaching easier, better organized and more convenient (Hutch and Torres, 1994). For learners, their access to textbooks ensures that they can with the subjects’ content, at school and at home which should aid their academic achievement in the subject (Oakes and Saunders, 2002). In other words, textbooks help learners to organize their learning both in and out of the classroom (Hutch and Torres, 1994). Drawing