Philogene MANIRAHARI¹, Precious Nyoni^2,, Martin NDAKIZE³, Zaituni Abubakari Salum⁴, Sylvestre NIYONKURU⁵

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.

English performance, TVET schools, factors, final year students, Rwanda