Abstract:
The major aim of this dissertation is to investigate the impact of teaching oral literature in English on learners’ language performance in secondary school in Rwanda. Specifically, this study sought to identify the forms of oral literature in English taught in secondary schools, determine the learners’ language performance in secondary schools and scrutinize the factors affecting learners’ language performance in secondary schools as well as examine whether teaching oral literature in English affect learners’ language performance in secondary schools in Burera District. This dissertation adopted descriptive research design (Quantitative research and qualitative). The study population was 15 participants (12 teachers and 3 Deputy head teachers in charge of academic duties) from 3 selected junior high schools in Burera District. Respondents consisted of 12 teachers and 3 principals were selected by universal and stratified sampling procedure. The survey tools were sent to the sampled participants (teachers) to assist in interviewing the survey leader. The main findings of the study show that folk drama/tales, myths, proverbs, sayings and tongue twisters were the most focused elements of oral literature for English teachers at schools surveyed. In addition, limited chance to use English outside the classrooms and lack of rich and sufficient English textbooks, review books, class readers, oral literature books and set books are the leading factors for the lack of the opportunity to come into contact with language. It turns out that the student lacks the opportunity to come into contact with the language. This means that what is drawn is terribly inadequate. In addition, the results reveal that teacher training plays an essential role in education system, since tutors are central in transformation process. The dissertation concludes that there is a significant positive relationship between teaching oral literature in English and learners’ language performance as it is shown by Spearman correlation index number (r=. 746, p< 0.01). Therefore, oral literature has a 74.6 % impact on learners’ language performance in Burera District. The researcher recommends that the government urgently needs to hire more professional teachers at schools and provide more textbooks, class readers, revised books, set books and documents to improve the quality of education.
