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This research investigates the influence the mother tongue interference in the study of English language learning among public and private senior secondary schools in Ago Iwoye, Ogun State. Some of the problems observed in the learning of English language in Nigeria are: Problems with the use grammar and tenses, Problems with accent and placement of stresses on words when speaking, difficulties in writing well-structured English sentences and use of punctuations in the appropriate places.This research was carried out using SS1 and SS2 students of some selected secondary schools in Ago Iwoye, where Yoruba is an indigenous language and is mostly used in communication outside classroom setting. Well- structured questionnaire developed by the researchers was the instrument used in collecting data. T-test and chi square were used in the data analysis. The results revealed that public senior secondary school students had a higher level of mother tongue interference in the study of English language than private senior secondary school students with the mean of 16.7 for the public and 15.7 for the private but the difference is not significant (t=1.719, df=158, p>.05). Also there is no significant difference in public and private senior secondary school teachers’ perception and strategies adopted to mitigate the influence of mother tongue interference in the study of English language. The recommendations proposed based on the findings are: organizing seminars for teachers, creating more time for teaching oral English, schools should come up with a reward-punishment system to encourage the use of English language in schools, teachers should cultivate a positive perception towards the use of English language in schools, students should be discouraged from communicating in mother tongue in classroom environments.

Mother-tongue influence interference in the study of English Language among senior secondary schools in Ago Iwoye, Ogun State