Investigating the Role of Eclectic Approach in Improving Students’ English language speaking skills in Rwandan Secondary schools: A case study of 2 public secondary schools in Huye district

Abstract

The purpose of this study was to investigate the role of eclectic approach in improving students ‘English speaking skills in public lower secondary schools located in Huye district. Three specific objectives guided this study: To investigate the applicability of eclectic approach for improving secondary students 'English speaking skills, to find out effects and challenges of eclectic approach on students 'English speaking skills and to suggest sustainable solutions to the challenges associated with using Eclectic approach for improving students’ English-speaking skills. Mixed method was used in this study. The data were collected using questionnaires for students, interviews for English teachers and directors of studies, classroom observation checklist and documentary analysis. The total targeted population 433 consisted of 419 students, 12 English teachers and 2 directors of studies from two schools under the study. The findings exposed that English teachers and students from both schools are at different levels of speaking skills in English and how they teach English is somehow different. It was found that the eclectic approach has positive effect on students ‘English speaking skills. However, many other factors like student management and students background and teachers’ will, have also played a big role in improving students ‘English speaking skills. The applicability of eclectic at both schools, the results have shown that it is possible due to the comparison of the tested results before being under the eclectic approach and after. Some of the effects of the eclectic approach were students enjoyed learning English and improved pronunciation, and the level of English-speaking skills improved from beginners (A0) to elementary A2 in a big representation. The challenges still are lack of enough resources towards the applicability of eclectic approach, insufficient trained teachers to apply it, personal negative attitudes among some students towards learning English as a subject and First language interference with foreign in terms of sounds. Some sustainable solutions were suggested such as formation of English clubs, training all English teachers about eclectic approach and organising regular inter-classes debates competitions to boost the speaking skills. The study concluded that the applicability of an eclectic approach is possible and school administration and educational units are recommended to train teachers on any new trend of English in teaching methods or approach. The findings imply that teachers of English can always think of incorporating more than one method or approach to be able to meet the students’ learning styles for their speaking skills.