Percieved Difficult Aspects of Undergraduate English Language Curriculum; Students Perspectives

ABSTRACT
The English language curriculum in tertiary institutions plays a crucial role in shaping
students' linguistic and literary competence. However, certain aspects of the curriculum are
perceived as particularly challenging by students, potentially affecting their learning outcomes
and academic performance. This study investigates the perceived difficult aspects of the
English language curriculum among students at Northwest University Kano and Bayero
University Kano. Using a quantitative research approach, data were collected from a
randomly selected sample of 120 students—90 from B.A Ed English and 30 from B.A. English.
via a structured Google Form questionnaire distributed through a WhatsApp group. The
collected data were analyzed using the Statistical Package for the Social Sciences (SPSS),
employing descriptive and inferential statistics to identify trends and significant patterns. The
findings indicate that students consider Semantics, Syntax, Practical Grammar, Phonetics &
Phonology, and Literature courses (such as Introduction to Literature and African Drama) as
the most difficult aspects of the curriculum. The complexity of linguistic theories, abstract
nature of literary analysis, and insufficient practical exposure were identified as key factors
contributing to these difficulties. Additionally, the study found no significant differences in
perceived difficulty based on gender, age, or institution, suggesting that the challenges faced
by students are largely systemic. These findings highlight the need for curriculum
modifications, enhanced instructional methods, and additional academic support to improve
students' comprehension and performance in these challenging areas. The study contributes
to ongoing discussions on improving English language education in Nigerian tertiary institutions