Abstract
This paper is a holistic account of seven-year long ethnographic observations of EFL learners in Ethiopia, Libya, and India (E-L-I) where I found that the learners, despite acquiring linguistic competence for several years, are unable to convert their competence into performance. Given this, the study aimed at exploring the causes of learners’ failure in mastering English language in particular and poor quality of English education in Ethiopia, Libya, and India in general. To attain this objective, three data gathering tools: participant observation, unstructured interview, and document analysis were used; whereas, descriptive statistics and analytic induction were used to analyze the data respectively. As part of findings, the paper discusses thirty causal factors attributable to degrading English Education in E-L-I.
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