eng Science and Education Publishing American Journal of Educational Research 2327-6150 2025-04-14 13 4 174 183 10.12691/education-13-4-4 EDUCATION20251344 article Philogene MANIRAHARI 1 Precious Nyoni preciousnyonjij@gmail.com 2 Martin NDAKIZE 3 Zaituni Abubakari Salum 4 Sylvestre NIYONKURU 5 Faculty of Education, Southwest University, Chongqing, China Education, Zhejiang Normal University, Jinhua, China International College, Southwest University, Chongqing, China Confucius Institute, University of Dodoma, Dodoma, Tanzania Education, University of Rwanda, Kigali, Rwanda Rwanda¡¯s education system, English serves as the primary language of instruction, making proficiency in the language essential for students¡¯ academic success. This study investigates the factors affecting English language performance among final-year Level 5 students in TVET institutions within Muhanga District, Rwanda. Using a qualitative approach and a case study design, the research identifies critical challenges, including low student motivation, gaps in the English curriculum, insufficient instructional time, ineffective teaching methods, limited teacher expertise, inadequate resources, and an assessment system that undervalues English in TVET education. To address these issues, the study advocates for a comprehensive reform in English instruction within TVET schools. This includes integrating all four language skills listening, speaking, reading, and writing into curricula, increasing instructional time, improving teacher training, and refining assessment methods. Strengthening English education in TVET schools is crucial for students¡¯ academic and professional success. https://pubs.sciepub.com/education/13/4/4/education-13-4-4.pdf English performance TVET schools factors final year students Rwanda