The ordinary level learners’ english speaking proficiency in Musanze secondary schools: challenges and perspectives

Abstract

This study examined the ordinary level learners’ English speaking proficiency in selected secondary schools in Musanze district, Challenges and Perspectives. The research objectives included the following: i) to explore the learners’ level of speaking proficiency in English; ii) to identify the causes of low English speaking proficiency among the learners and iii) to provide possible suggestions and strategies to enhance the learners’ English speaking proficiency. The study adopted a case study academic research and a descriptive triangulation of both quantitative and qualitative methods so as to come up with unbiased and richer data. The study population was 639 (3 directors of studies, 36 teaching staff and 600 learners). The sample size was 122, however, 119 respondents participated. Research instruments were questionnaire, interviews, focus group discussions, and review of related document. Data were analysed using frequencies, percentages, mean and standard deviations. The research findings showed that the learners’ level of speaking proficiency in English at G. S. Busogo (I & II) and G. S. Rusanze was low as asserted by 75.8% of teacher respondents. Furthermore, the study revealed that the low proficiency in speaking English in Musanze Secondary school was brought about by teacher’s inability to encourage learners to communicate in English, lack of enough English books, no family involvement in encouraging learners to use English in and outside the classroom, lack of language practice environment, inadequate classrooms, lack of motivation, and lack of materials such as books and dictionaries to read and search for new words and vocabularies. The study further disclosed that learners faced more challenges while using English through the teaching/learning process namely: lack of confidence in speaking English, fear of making mistakes, habit of using other languages in the classroom, lack of integration with others who always speak the English language and practical issues like teaching-learning environment and resources which are not enough for group work activities. These become barriers impede on students’ interaction in English sessions and thus engender learners ‘low English speaking proficiency at G. S. Busogo (I & II) and G. S. Rusanze. Moreover, the study suggested that using morphology awareness to guesstimate new vocabularies, applying computer assisted approach (British e-dictionary) to enhance English pronunciation, reinforcing phonetics and phonologies, supplying more English dictionaries and creating English speaking clubs at schools enhance learners’ English speaking proficiency. Eventually, the teachers should be encouraged to participate in different meetings, discussions or other presentations that promote the use of English language with a positive attitude, which in turn enables the learners to perform well in speaking English.