This study investigates how the use of English language for communication within the school environment contributes to secondary school students' failure in the English language subject in Tanga City Council, Tanzania. Using a mixed-methods approach, data were collected from 45 students and 7 English teachers across three selected secondary schools. The findings reveal limited use of English in informal and non-instructional settings, such as during breaks and peer conversations, despite moderate use during formal occasions like assemblies. The results suggest that the lack of consistent exposure to English communication impedes language development, confidence, and proficiency among students. The study recommends practical interventions such as English language clubs, school-wide policies promoting English usage, and enhanced teacher modeling to cultivate an English-speaking culture in schools.

Key words: English language proficiency, language exposure, language of communication, school environment.