Language Teaching Factors and Learning Outcomes in English Grammar among Secondary School Students in Ekiti State, Nigeria

English Grammar (EG) is an important aspect of English Language. Proficiency in EG is indispensable for fluent oral and written communication. Academic records have shown that many public Senior Secondary School (SSS) learners in Ekiti State are deficient in EG, which partly accounts for their poor expressive skills. Previous studies concentrated more on EG instruction in native English and English as a Foreign Language contexts than on EG instruction in English as a second language context. This study, therefore, was carried out to investigate Language Teaching factors (LTF: Time for Communicative Activities TCA and Instruction Time Management, ITM) and learning outcomes (achievement and attitude) in EG in Ekiti State, Nigeria. The study was pinned on the mixed methods (QUAN+ qual) design. The simple random sampling technique was employed to select 10 Local Government Education Areas-LGEAs- out of the existing 16 in Ekiti State and 50 public SSS (five per LGEA), while 50 teachers (one per SSS) teaching EG in SSII were purposively selected. Fifty intact classes of SSII (one per SSS) with a totaAchievementl of 2000 learners participated in the study. The instruments used were EG Test (r = 0.83), Attitude to EG Questionnaire (r=0.86), TCA Observation (r=0.81), ITM Observation (r=0.82). In-depth interviews were conducted with Heads of Department. The quantitative data were analysed using descriptive statistics, Pearson Product Moment Correlation (PPMC) and multiple regression at 0.05 level of significance, while the qualitative data were content- analysed. The TCA (2.11) was not adequate, against the thresholds of 2.50. The ITM (2.88) was good, against the threshold of 2.50. The ITM (=0.99) and TCA (r=0.28) had significant positive relationships with learners’ achievement in EG. TCA (r=0.30) and ITM (r=0.26) had significant relationships with attitude to EG. The composite contribution of LT factors to achievement (F (4;45) =450.57; Adj. R2 = 0.97) was significant, accounting for 97.0% of the variance. The composite contribution of LTf to attitude (F (4, 45) = 4.95; Adj. R2 = 0.24) was significant, accounting for 24.0% of the variance. The ITM (b =0.95) made significant relative contributions to achievement, but TCA did not. None of the LTF made significant relative contribution to attitude. Learners not having the coursebook to enable learners to practice the EG concepts learnt accounted for the poor expressive skills of the learners. The composite contribution of the LTf to the achievement as well as the attitude was significant, teachers should deploy these language teaching factors to improve learning outcomes in EG among senior secondary school learners in Ekiti State, Nigeria. However, scholars can explore a further study on non-availability of coursebook as impediment to teaching/learning of EG in the context of second language.