This study investigated the challenges facing the teaching and learning of English language in
public secondary schools in Gucha Sub-County, Kisii County, Kenya. Guided by the Theory of
Social Cognitive Learning, also known as Social Learning Theory, developed by Albert Bandura
in the 1970s, the study employed a descriptive survey research design to collect data from a
sample of 154 students from 4 public secondary schools and 8 English language teachers (2
teachers from each school). The study aimed to achieve three objectives: (1) to identify the
challenges faced by teachers in teaching English language in public secondary schools in Gucha
Sub-County, Kisii County; (2) to examine the difficulties encountered by students in learning
English language in public secondary schools in Gucha Sub-County, Kisii County; and (3) to
determine the impact of school resources on the teaching and learning of English language in
public secondary schools in Gucha Sub-County, Kisii County. The findings revealed that
students and teachers have varying perceptions of the challenges, with the majority of students
(70.0%) and all teachers (100.0%) agreeing that English language is an important subject to
learn. However, students and teachers have different perceptions of teaching methods,
technology, and school administration's support for English language teaching. Additionally,school resources were perceived as inadequate by some students (25.0%) and teachers (37.5%).
The study highlights the importance of teacher support, feedback, and classroom environment in
promoting student motivation and achievement in English language learning, and recommends
that policymakers, educators, and stakeholders prioritize these areas to improve English language
learning outcomes.