International Journal of Humanities and Social Science Vol. 2 No. 15; August 2012 221 Using Soccer Related Text to Facilitate English Language Learning Among Students in Nigerian Secondary Schools Mallam Adamu Babikkoi Zainab Noor bt Abdul Razak Abubakar Sulaiman Universiti Teknologi Taman Skudai, Johor Bahru Malaysia Abstract This paper aims at emphasising the use of Soccer related issues in texts as technique for teaching basic language skills in Nigerian secondary schools. Given that learning relies on readiness, and readiness is achieved through positive motivation the soccer related texts is believed to ignite active participation of learners in the English classroom and beyond. Soccer is the most popular sport in Nigeria and has become part of the young and the young at heart due largely to Nigeria’s participation in International both male and female soccer for ages. In view of the dwindling poor English proficiency among students which has affected their performance in examinations for ages, this paper suggests that Teachers of English language should explore all means to encourage learning and learner participation, one of which is integrating soccer related text and issues into English instruction to encourage learner participation. Sadly, the Intensive English textbooks used in teaching English language had only a passage,’ Africa and Olympics’ in SS2 and none in SS1. The learner becomes very excited about learning and attempts to contribute if issues of interest are discussed. Interest in the content of the text is believed to influence and facilitate participation which facilitates effective understanding. Through integrating soccer-related topics in comprehension exercises Teachers of English language could facilitate debates, interaction and activity based classrooms which would lead to vocabulary learning, reading and writing as well as communication practice within and outside the classroom. Keywords: Soccer, English language, teaching, learning 1.0 Introduction One of the current educational issues in Nigeria is the rate at which poor results are being continuously recorded every year in public examinations, especially at the secondary school level. The Senior School Certificate Examination (SSCE), a preparatory examination which qualifies a secondary school graduate to be admitted into tertiary institutions is yearly written in May/June, and Nov/Dec, with virtually no satisfactory outcome. A maximum of nine and a minimum of seven subjects are registered for the examination by each student with Mathematics and English Language taking as compulsory subjects. The mass failure has attracted and generated concerns, criticisms consequent upon that, some have pointed that one of the possible factors responsible for the unsatisfactory performances is the poor English proficiency among the students due largely to poor reading culture. Falayajo (1997) and Akinnaso (2001) argue that poor English foundation right from the primary level could be responsible for the poor secondary school performance. Others, (Ubahakwe 1991; Ohia 1997; and Oglan 1997) extend that aside the problems with English poor proficiency over-populated classrooms, and lack of motivation as a result of poor socioeconomic background among others are also contributing to the poor performance. However, as much as over-populated class is a negative factor in teaching and learning, poor motivation among the students poses more damage. Learning relies on readiness, and readiness is achieved through positive motivation. In view of that it is expected that Teachers of English language should explore all means to encourage learning and learner participation.