Sa'ad, et al (2014), identified at length the causes of failure in the English subject. He found out that dominance of mother tongue, lack of qualified English teachers, absence of language laboratories at schools and students' negative attitude towards English learning were some of the leading factors responsible for failure.

Bashiruddin (2014) expressed that the instructive foundation of the greater part of the educators in Pakistan isn't pertinent to instructing English. The information gave by the Aga Khan University, Institute for Educational Development about the in‐service educators, it is obvious that just 20% are to some degree met all requirements to show English since they are furnished with some expert capabilities. The staying 80% don't have capabilities to educate English. Henceforth, educators with degrees in disciplines other than English, for example, Islamic Studies, Science, Social Studies and Pakistan Studies are instructing English.

Tuan, et al (2015) conducted a study on the topic in Vietnam. He held the teacher responsible for failure in the English subject. According to him if he or she is committed to his or her job, students can make progress in the learning of English language. English teacher should engage students while teaching English. They should be involved in creative activities of language skills.

Golam (2012) identified that those students who only depend on textbooks and doing nothing practical always result in low achievement. He indicated that students preferred mother tongue in the classroom which was not a good sign. They were not using English as a source of communication. According to him students should be given opportunity to practice language skills,

Mosha (2014) underlined those basics causes and reasons which effect students' linguistic performance in the subject of English. They are lack of qualified teachers, classroom environment, lack of teaching facilities, overcrowded classrooms and absence of debates in schools.

Kabir (2012) explored the reasons of learner's failure in English subject. He determined that students always consider English as a difficult subject which puts a negative impact on their learning process. He suggested that trained and qualified teachers can teach English subject better. Abu-Agla, et al (2015) recommends multimedia, language laboratories and teacher professionalism for high achievement in the English language.

Hussain (2005) accepts the direct method and rejects the grammar translation method in teaching English subject at the secondary level. He says that direct method enables students to develop their English language skills. Along with that he recommends language laboratories with trained English teachers. Modi (2012) indicates that the use of technology is one of the new trends in the English language teaching. He says that internet facilities, digital camera, E-mail, Computer game and presentation software are some of the features of technology.

Shamim (2011) documented that maximum number of teachers were untrained or half trained in language teaching or qualifications in the teaching of English and that very few teachers take interest in any creative or professional development activities in Pakistan.

Matthias (2013) says that if understudies at the optional school level need to pick up authority of the English dialect, they should be instructed well. On the off chance that they need to show well, educators must make utilization of different techniques to improve their instructing.

According to smith (2010), there are many reasons that our students do not write well. We blame television, internet or the lack of homework but the most obvious reason that our students do not write well is that they do not get guidance in writing.

Mukoroli (2011) says that scholastic cognizance and comprehension get enhanced when understudies know the significance of words. Words are imperative for correspondence. At the point when understudies have rich vocabulary, they can enhance all territories of correspondence, in particular talking, tuning in, perusing and composing. Current models of perusing in the English for Academic purposes consider vocabulary learning a vital wellspring of perusing understanding.

Nicholas (1998) reported that in the educating of English, the instructors for the most part utilize Translation Method which is a conventional strategy for educating. Because of which our understudies can't get order over English dialect, as obvious from the way that there are an extensive number of understudies who bomb in English at the Secondary level.

Mother tongue is the major hurdle which is faced by most of the students in the third world nations because there English is a mostly deal with as second language. It is also fact that the dominant nature of mother tongue never leaves the students as well as the teacher to communicate freely in English. They feel shy and hesitant while they speak English. The result is that they do not strive to use it inside or outside the classroom.

This research study was about investigating the main causes of matric students' failure in English. It is observed that matric students were failing in English more than any other subjects. Therefore, the study would make an attempt to find out those causes where learners faced failure in English. The methodology used is given as under.

The population was all the Government high schools for boys of District Mardan which comprised 76 principal and 76 English teachers.

Stratified random sampling technique was used in order to have a chance of suitable representation of principals and English teachers. 64 principals and 64 English teachers were selected by using Krejcie and Morgan's table of sample specification 1970.

Two questionnaires for (principal and English teachers) were used for the data collection. Questionnaires were developed and then personally distributed among the respondents. The researcher analyzed the collected data by using tabulated and percentage method. The researcher simplified the data with the help of discussion.

Table data shows that (64%) sampled members were disagreed with the suggested item. Similarly, around 33% responded agreed or strongly agreed to the given statement. This means that majority of the English teachers did not have the relevant qualification for teaching English subject.

Table 9 depicts that a majority (72%) of the respondents strongly disagreed or disagreed with the suggested statement. Similarly, around 23% respondents agreed or strongly agreed with the given statement. This means that majority of the students were feeling shy and hesitant while speaking English language.

Table 10 shows (78%) members were strongly disagreed. Similarly, around 15% respondents agreed or strongly agreed with the given statement. This means that a majority of the English teachers did not engage their students in creative activities like dialogues and essay writing.

The main causes which the study found were mainly related to the teaching staff and teaching strategies at high school level. Those causes are to be addressed properly by the concerned authorities and the result would be better and smooth then at this particular level in English.