Despite the position of English language in the National Policy on Education as a core subject, students’ performances in the subject have not been encouraging. The study was designed to investigate the impact of simulation on students’ academic achievement in English Language in secondary schools in Isi-uzo L.G.A of Enugu State. The researcher adopted a non-equivalent quasi-experimental design. The population of the study was all the 5,195 SS 2 students in Isi-uzo LGA of Enugu State. A sample of two hundred and fifty two (252) SS 2 students was drawn from the three secondary schools used; one intact class was then sampled using simple random sampling technique. One intact class was assigned to the Experimental Group I taught using simulations and the other intact class was assigned to the group II taught without simulation. Two research questions and one hypothesis guided the study. Relevant data for the study were collected using English Language Achievement Test (ELAT). The instrument was face validated. The reliability of the instrument was determined using Kuder Richardson 20 which was 0.87. Research question was answered using mean and standard deviations while hypothesis was tested using Analysis of Covariance (ANCOVA). It was found that the use of simulation in teaching English language was better than teaching without simulations. Teaching without simulation had no significant influence on students’ achievement in English language in secondary schools. Based on the findings the researcher recommended among others that simulation be adopted for use in teaching English Language in secondary schools
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