This study investigates the multifaceted factors contributing to the poor performance of students in the English language, with the aim of identifying barriers that hinder their success. Utilizing a mixed-methods approach, the research combines quantitative data from standardized test scores and qualitative insights from interviews with students, teachers, and educational administrators. Key factors identified include insufficient vocabulary knowledge, lack of motivation, inadequate instructional methods, and socio-economic challenges. Additionally, the study highlights the influence of emotional factors such as anxiety and low self-esteem, which significantly impact students' willingness to engage in English language learning. The findings suggest that a holistic approach to education, which incorporates targeted vocabulary enhancement, motivation-boosting strategies, and inclusive teaching practices, is essential for fostering English language proficiency. By breaking down these barriers, educators can create a more supportive and effective learning environment that promotes student success in English language acquisition. This research not only contributes to the existing literature on language education but also offers practical recommendations for educators and policymakers to enhance English language teaching and learning outcomes.

English language learning, student performance, vocabulary knowledge

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