Perceptions of, and attitudes towards, English teaching and learning in Cameroon’s technical education

<p><span lang="EN-US">This study examined the current practices, difficulties and impacts of English as second official language (ESOL) teaching learning in secondary schools Cameroon. It investigated perceptions attitudes students, teachers parents towards ESOL, including prevailing practices. This stemmed from observation that exit profile most students technical does not correspond to set out by Ministry Secondary Education (MINESEC). was therefore necessary survey parents, with goal identifying areas concern proposing remedial solutions. Responses these key stakeholders selected four education institutions (including two high general schools) questionnaires have provided data for study. Such responses offered insights into situation Cameroon’s well possible utility of, desire for, development ESOL courses aimed at schools. The inclusion specific purposes (ESP) could help bring policymakers closer what they want see country’s program.</span></p>