Teaching and evaluating English as a Foreign Language (EFL) are challenging ventures. Teachers of English as a Foreign Language must constantly adapt to their students’ needs. In many ways, this means to select various subjects for the learning process. Evaluation is that step of the process at which the teacher examines the value of his/her learning material in order draw to conclusions that it is success or failure. In the case of this study, an accent is put on the evaluation of the acquisition of the present perfect and the present perfect continuous tenses by 94 form four pupils selected in 3 schools of Walungu District in South Kivu DRC. To achieve the research, a questionnaire was submitted to those learners to assess them on the basis of a written exercise and then define together what happens so that they fail. At the end, it has been noticed that a number of causes at the origin of the poor mastery of these English Language include the lack of background knowledge of the Conjugation at the above-mentioned tenses of English verbs, and the late exposure to the language in their respective schools. That has led to suggesting helpful measures to decision makers of the DR Congo in a bid to improve the learning of this second language.