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Abstract
This study examined teachers' perception towards outdoor education activities in teaching the English language in Enugu Education Zone, Nigeria. Kolb's experiential learning theory, Vygotsky's sociocultural theory, and Ajzen's theory of planned behavior framed the inquiry. A descriptive survey sampled 186 of 312 English language teachers in 46 public secondary schools after Taro Yamane's formula (n = 175) plus a 15% nonresponse adjustment. The 28-item TPOEA-ELTQ measured perceived pedagogical value (α = .87), motivational affordances (α = .83), implementation constraints (α = .80), and intention to integrate outdoor activities (α = .85). Cluster means showed agreement on pedagogical value (M = 3.21) and motivational affordances (M = 3.28), agreement that constraints are serious (M = 3.18), and only modest intention (M = 2.87). Urban teachers reported more favourable overall perception than rural teachers, t(184) = 3.44, p = .001, d = 0.52. Gender and years of experience were not significant. Outdoor English is recognised as sound pedagogy but is not yet planned practice; training and timetable permission are the indicated levers.