Evaluating factors associated with students’ anxiety in speaking English in Rwanda secondary schools: the case of Mukura sector, Huye District

Abstract

Over the last few decades, English has become an official language in Rwanda (Article 5 of the current 2003 Constitution of Rwanda). To conform with this language status, English was adopted to be a medium of instruction in upper-primary throughout tertiary levels (Nzabalirwa, 2014). Despite such appointment, several studies have reported a poor command of English among learners at various levels in Rwanda (Tabaro, 2013). The present study aimed at investigating factors that are associated with students’ anxiety in speaking English in Rwandan secondary schools. To achieve its main objective, the study was guided by three objectives: (a) to explore how English-speaking skill is taught in Rwanda’s secondary schools; (b) to discuss factors associated with students’ anxiety in speaking English; (c) To analyse mitigating solutions in addressing students’ anxiety in speaking English. The study adopted a mixed method research design in which both qualitative and quantitative data were collected using questionnaires and interviews and analysed under the ground of “Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz & Cope, 1986) and Krashen’s Affective Filter hypothesis. The study sampled 42 students studying in senior six in combinations such as Mathematics economics and geography (MEG), History, Economics and Literature (HEL) and History Geography and Literature (HGL). Furthermore 3 English language teachers were given interview. The findings indicate that factors influencing speaking anxiety are: students’ motivation, students’ performance, students’ personality, students’ prior linguistic knowledge, students’ learning environment, teaching strategies, comprehensible input and students’ age. Therefore, this study shows that many secondary school students in Rwanda face anxiety in their English language speaking skills. It further discusses how this anxiety issue can be educationally reduced and managed. Teachers and language educators should work hard to promote friendly environments, motivation, gamification techniques, suggestopedia language methods, silent way to curb learners’ problems when their students face speaking anxiety in English language.