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