Challenges Faced by Students in Developing English Language Speaking Skills in Public Secondary Schools in Homa Bay County, Kenya
Main Article Content
Keywords
Proficiency, challenges, English language, speaking skills
Abstract
Proficiency in the English language, especially in speaking skills, is a bridge to effective communication in today's globalized world for academic and professional opportunities. In Kenya, English serves as both the official language and the medium of instruction in schools. However, despite the importance of this subject, many students in schools faces several challenges in developing effective speaking skills in English. Hence, this study evaluated the challenges faced by students in developing English language speaking skills in public secondary schools in Homa Bay County, Kenya. The study guided by socio-cultural theory. Descriptive research design was employed during data collection. The target population consisted of 312 public secondary schools, 28,336 form three students in Homabay County, Kenya. The study also targeted teachers of English for interview. The sample size included 378 students. The study used stratified and simple random sampling. Students were issued questionnaire and teachers of English were issued interview schedule. The validity of the research instruments was assessed using content validity, while reliability was evaluated using Cronbach's Alpha coefficient. Data was analyzed using descriptive and inferential statistics. Results indicated that some of the challenging areas identified areas by students included; pronunciation, vocabulary usage, grammar and sentence structure, fluency and coherence, confidence in speaking, public speaking, engaging in conversation, and understanding accents/dialects. Some strategies such as reading storybooks, public speaking, and engaging in presentation have helped a majority of the students. Also, results indicated that challenges faced by students in learning English language speaking skills had a moderate positive correlation with learning of speaking skills (r = 0.289, p < 0.05). This suggests that challenges faced by students somewhat hinder students' progress in becoming proficient speakers. The study recommended that schools should integrate more speaking activities, such as debates, group discussions, and role-plays, into daily learning routines to provide students with regular, structured practice, thereby building confidence and fluency.
References
Abd-Kadir, J., & Hardman, F. (2007). The discourse of whole-class teaching: A comparative study of Kenyan and Nigerian primary English lessons. Language and Education, 21(1), 1-15. https://doi.org/10.2167/le684.0
Abiero, D. A., Ajowi, J. O., & Ondondo, E. A. (2019). Pedagogical challenges of teaching constructs in English in secondary schools in Kenya. International Journal of Novel Research in Humanity and Social Sciences, 6(5), 22–50. https://www.noveltyjournals.com/upload/paper/Pedagogical%20Challenges-2021.pdf
Abiri, D. N. (2013). School-based Factors Influencing Students’ Performance In English Language At Kenya Certificate Of Secondary Education In Kaplamai Division, Transnzoia County, Kenya (Doctoral dissertation, University of Nairobi,).
Adaba H. W. (2017). Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners’ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus. DOI: 10.4172/2151-6200.1000295
Ageyev, V. S. (2003). Vygotsky in the mirror of cultural interpretations. Vygotsky’s educational theory in cultural context, 432-449.
Akromah, D. F. (2021). Leveling Students English Speaking Fluency: The Study of English Language Education Department Of Uin Walisongo Semarang (Doctoral Dissertation, State Islamic University).
Amiri, E., & El Karfa, A. (2022). The impact of learning environment on EFL students’ academic achievement: A study of socio-cultural factors affecting academic achievement. Arab World English Journal (AWEJ) Volume, 12.
Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56-69.
Anora, J. (2020). Phraseologisms Expressing the Emotional State of A Person (Face). Mental Enlightenment Scientific-Methodological Journal, 45-56.
Archana, S. &Usha, K. R. (2017). Role of a Teacher in English Language Teaching (ELT). International Journal of Educational Science and Research, 7(1), 1 – 4.
Atetwe, J. A. (2015). Analysis of the influence of mother tongue on students’ performance in English in KCSE in public day secondary schools in Gatundu District, Kiambu County, Kenya (Doctoral dissertation).
Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London: Continuum.
Barasa, P. L. (2005). English language teaching in Kenya: Policy, training and practice. Moi University Press.
Bihari, S. (2023). Cultural Heritage and Indigenous Knowledge: Reviving Traditions for Future Generations. Sustainable Development Goals in SAARC Countries: Key Issues, Opportunities and Challenges, 1, 24-32.
Blasi, D. E., Henrich, J., Adamou, E., Kemmerer, D., & Majid, A. (2022). Over-reliance on English hinders cognitive science. Trends in cognitive sciences, 26(12), 1153-1170
Buffington, M. L. (2015). "The challenges of the English teaching in Kenyan secondary schools: A critical analysis of the implementation of the language policy". The Journal of Communication and Education, 20(3), 45-60.
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
Chacha, F. G. (2018). Effectiveness of use of picture books in teaching pre-school pupils English oral skills in Tigoni zone of Limuru sub-county, Kiambu county, Kenya (Master's thesis). University of Nairobi.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. Vygotsky’s educational theory in cultural context, 1(2), 39-64.
Cheruiyot, P. K., & Ongeti, K. (2023). Challenges in the Application of Communicative Language Teaching Approach in Writing Skills within Secondary Schools. The Educator: A Journal of the School of Education, Moi University, 3(1), 95-109.
Cox Jr, R. B., deSouza, D. K., Bao, J., Lin, H., Sahbaz, S., Greder, K. A., ... & Arredondo-Lopez, A. (2021). Shared language erosion: Rethinking immigrant family communication and impacts on youth development. Children, 8(4), 256.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486
Dhillon, J., & Wanjiru, J. (2013). Challenges and strategies for teachers and learners of English as a second language: The case of an urban primary school in Kenya. International Journal of English Linguistics, 3(2), 14-24.
Espinel, M. F., & Canária, M. C. (2010). Promoting social interaction in teaching English through collaborative learning environments. Veredas, 14(1), 25-39.
Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia-Social and Behavioral Sciences, 2(2), 3600-3604.
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech Perception and Linguistic Experience: Issues in Cross-Language Research (pp. 233-277). Timonium, MD: York Press.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gebhard, J. G. (2010). Teaching English as a foreign or second language: A teacher self-development and methodology guide. University of Michigan Press.
Ghavifekr, S. (2020). Collaborative Learning: A Key to Enhance Students’ social Interaction Skills. MOJES: Malaysian Online Journal of Educational Sciences, 8(4), 9-21.
Gilakjani, A. P., & Ahmadi, S. M. (2011). Why is pronunciation so difficult to learn? English Language Teaching, 4(3), 74-83.
Goh, C. C. M. (2007). Teaching speaking in the language classroom. RELC Journal, 38(3), 285-302.
Gómez Mazara, F. (2017) El computadorcomodeterminante del accesoa Internet en hogares de la República
Dominicana. Ciencia, Economía & Negocios 1(1). 39-85. DOI: http://dx.doi.org/10.22206/ ceyn.2017. v1i1.pp39-85
Gudu, B. O. (2015). Teaching Speaking Skills in English Language Using Classroom Activities in Secondary School Level in Eldoret Municipality, Kenya. Journal of Education and Practice, 6(35), 55-63.
Hogan, D. M., & Tudge, J. R. (2014). Implications of Vygotsky'Theory for Peer Learning. In Cognitive perspectives on peer learning (pp. 39-65). Routledge.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Hummel, K. M. (2021). Introducing second language acquisition: Perspectives and practices.
Islam, W., Ahmad, S., & Islam, MD (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47-65.
Jacob, F., John, S., & Gwany, D. M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
Jarbou, S., & Guba, M. N. A. (2022). The Effect of the Goal of Communication on Speaker Perceptions of Cognitive Difficulty and Stress: Informative versus Persuasive Speech. The International Journal of Communication and Linguistic Studies, 20(1), 13.
Kenya Institute of Education (2005). Secondary English teachers’ Handbook. Ministry of Education. Nairobi
Kithinji, W. K., & OHirsi, A. I. (2022). Relating English language proficiency to academic performance among non-
English speaking undergraduate students in Kenyan universities. East African Journal of Education Studies, 5(1), 66-76.
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
Maganda, D. M. (2024). Language Policy in Tanzania Mainland. In The Palgrave Handbook of Language Policies in Africa (pp. 37-70). Cham: Springer International Publishing.
Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116-129.
Mbithe, C. N. (2014). Influence of the new integrated English curriculum on students’ performance in English at the Kenya certificate of secondary education in Masinga Division, Kenya (Doctoral dissertation, University of Nairobi).
Miranda, J. A., & Wahyudin, A. Y. (2023). Pre-Service Teachers’strategies In Improving Students’speaking Skills. Journal of English Language Teaching and Learning, 4(1), 40-47.
Mohr, S., & Barasa, D. (2024). English-medium instruction in higher education in East Africa. In The Routledge Handbook of English-Medium Instruction in Higher Education (pp. 297-310). Routledge.
Mucherah, W., Dixon, F., Hartley, K., & Hardin, T. (2010). Perceptions of self-concept and actual academic performance in Math and English among high school students in Kenya. Educational Research, 1(8), 263.
Muriungi, P, K & Kibui, M, K. (2015). The influence of Motivation on Acquisition of English Language Skills among Day Secondary School Students in Imenti South District Kenya. International Journal of Research in Humanities and Social
Studies V 2 (5) pp. 52- 58. http://www.ijrhss.ijrsset.org/pdf/v2-i5/7.pdf
Mutua, D. (2023). Influences of learning environment on English language vocabulary acquisition among learners in Kitui County, Kenya. Journal of Languages, Folklore and Ecology, 1(1). https://doi.org/10.58256/jlfe.v1i1.992
Mwangi, J. T. (2022). Classroom Use Of Digital Resources In Teaching And Learning Of English Language In Secondary Schools In Nyeri County, Kenya (Doctoral Dissertation, School Of Education, Kenyatta University).
Ngetich, N. K. (2022). Language in Education Policy in Kenya: What Place for Foreign Languages?. Journal of Linguistics, Literary and Communication Studies, 1(1), 1-8.
Njuguna, J. (2012). Factors influencing performance of English language in public secondary schools in Bomet District, Kenya (Doctoral dissertation, University of Nairobi, Kenya).
Nkhi, S. E. (2022). Exploring the challenges encountered by English as second language (ESL) undergraduate students in the development of communicative competence skills: a case of three tertiary institutions in Lesotho.
Unpublished Doctoral Dissertation]. University of South Africa.
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity, and Educational Change. Harlow: Pearson Education
Nyamai, G. T., Adhiambo, J. M., & Nduku, E. (2024). The Effect of the use of Physical Resources on Students’ Learning Achievement in Free Day Secondary Schools in Mombasa County, Kenya. Journal of African Interdisciplinary Studies,
8(10), 225-240.
Nyargoti, C. (2013). The role of English language proficiency in Kenyan students' academic success. International Journal of English Language Teaching, 1(1), 25-32.)
Okwara, M & Shiundu, J. (2009) Towards a Model of Integrated English Language Curriculum for Secondary Schools in Kenya. Retrieved September 15, 2023, fromhttp://www.academicjournals.org/ERR
Omare, J. M. (2020). Effect of self-evaluation learning strategy on academic performance in English language among students in public secondary schools in Kenya. American Journal of Educational Research, 8(11), 822-827.
Park, E. (2022). Coping with diverse accented English: Comprehension strategies deployed by East Asian international students at an Australian university. International Education Journal: Comparative Perspectives, 21(1), 1-19.
Piller, I., Zhang, J., & Li, J. (2020). Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic. Multilingua, 39(5), 503-515.
Piper B., Schroeder L., & Trudell B., (2016). Oral reading fluency and comprehension in Kenya: reading acquisition in a multilingual environment. Journal of Research in Reading. 39(2). https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12052
Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common Core Standards: The new US intended curriculum. Educational Researcher, 40(3), 103-116.
Porter, E & Roberts, S. (2011). Assessment that oral communications have been cited by employers as a necessity in
workforce. Educational Researcher, 2 (3), 72-97.
Possú, M. C. F. (2021). Implementing English speaking skills with EFL large groups: Challenges and useful strategies. Greensboro College.
Potrac, P., Nelson, L., Groom, R., & Greenough, K. (2016). Lev Vygotsky: Learning through social interaction in coaching. In Learning in sports coaching (pp. 101-112). Routledge.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750-757.
Rustamov, I. T., & Mamaziyayev, Z. X. (2022). Development of speaking comprehension in teaching foreign language for professional purposes. Asian Journal of Research in Social Sciences and Humanities, 12(2), 227-233.
Ryan, J. (2021). Listening in interaction: Understanding projection. TESOL Press.
Silaban, W. Y., Waruwu, M. L., Barumbu, D. N., Robot, S., Injilia, I., Kawet, K., ... & Winoto, D. E. (2023). History of English Become an International Language. International Journal of Multicultural and Multireligious Understanding, 10(2), 359-366.
Spernes, K. (2012). ‘I use my mother tongue at home and with friends–not in school!’Multilingualism and identity in rural Kenya. Language, Culture and Curriculum, 25(2), 189-203.
Tanzin, T. (2023). Investigating the factors of spoken English anxiety among the English major students in Bangladesh (Doctoral dissertation, Brac University).
Thu, H. N. A. (2021). A study on English communication skills at tertiary level.
Uong, H., & Vu, T. (2023). Strategies for Developing English Speaking Skills of First-Year English Major Students At a Higher Education Institution. Scientific Journal of Tan Trao University, 9(1).
Wamuti, L. (2021). Teaching of Japanese as a foreign language in tertiary institutions in Kenya: opportunities and challenges (Doctoral dissertation, Kenyatta University).
Yulianti, T., & Sulistyawati, A. (2021). Enhancing public speaking ability through focus group discussion. JOURNAL PAJAR (Pendidikan Dan Pengajaran), 5(2), 287-295.
Abiero, D. A., Ajowi, J. O., & Ondondo, E. A. (2019). Pedagogical challenges of teaching constructs in English in secondary schools in Kenya. International Journal of Novel Research in Humanity and Social Sciences, 6(5), 22–50. https://www.noveltyjournals.com/upload/paper/Pedagogical%20Challenges-2021.pdf
Abiri, D. N. (2013). School-based Factors Influencing Students’ Performance In English Language At Kenya Certificate Of Secondary Education In Kaplamai Division, Transnzoia County, Kenya (Doctoral dissertation, University of Nairobi,).
Adaba H. W. (2017). Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners’ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus. DOI: 10.4172/2151-6200.1000295
Ageyev, V. S. (2003). Vygotsky in the mirror of cultural interpretations. Vygotsky’s educational theory in cultural context, 432-449.
Akromah, D. F. (2021). Leveling Students English Speaking Fluency: The Study of English Language Education Department Of Uin Walisongo Semarang (Doctoral Dissertation, State Islamic University).
Amiri, E., & El Karfa, A. (2022). The impact of learning environment on EFL students’ academic achievement: A study of socio-cultural factors affecting academic achievement. Arab World English Journal (AWEJ) Volume, 12.
Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56-69.
Anora, J. (2020). Phraseologisms Expressing the Emotional State of A Person (Face). Mental Enlightenment Scientific-Methodological Journal, 45-56.
Archana, S. &Usha, K. R. (2017). Role of a Teacher in English Language Teaching (ELT). International Journal of Educational Science and Research, 7(1), 1 – 4.
Atetwe, J. A. (2015). Analysis of the influence of mother tongue on students’ performance in English in KCSE in public day secondary schools in Gatundu District, Kiambu County, Kenya (Doctoral dissertation).
Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London: Continuum.
Barasa, P. L. (2005). English language teaching in Kenya: Policy, training and practice. Moi University Press.
Bihari, S. (2023). Cultural Heritage and Indigenous Knowledge: Reviving Traditions for Future Generations. Sustainable Development Goals in SAARC Countries: Key Issues, Opportunities and Challenges, 1, 24-32.
Blasi, D. E., Henrich, J., Adamou, E., Kemmerer, D., & Majid, A. (2022). Over-reliance on English hinders cognitive science. Trends in cognitive sciences, 26(12), 1153-1170
Buffington, M. L. (2015). "The challenges of the English teaching in Kenyan secondary schools: A critical analysis of the implementation of the language policy". The Journal of Communication and Education, 20(3), 45-60.
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
Chacha, F. G. (2018). Effectiveness of use of picture books in teaching pre-school pupils English oral skills in Tigoni zone of Limuru sub-county, Kiambu county, Kenya (Master's thesis). University of Nairobi.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. Vygotsky’s educational theory in cultural context, 1(2), 39-64.
Cheruiyot, P. K., & Ongeti, K. (2023). Challenges in the Application of Communicative Language Teaching Approach in Writing Skills within Secondary Schools. The Educator: A Journal of the School of Education, Moi University, 3(1), 95-109.
Cox Jr, R. B., deSouza, D. K., Bao, J., Lin, H., Sahbaz, S., Greder, K. A., ... & Arredondo-Lopez, A. (2021). Shared language erosion: Rethinking immigrant family communication and impacts on youth development. Children, 8(4), 256.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486
Dhillon, J., & Wanjiru, J. (2013). Challenges and strategies for teachers and learners of English as a second language: The case of an urban primary school in Kenya. International Journal of English Linguistics, 3(2), 14-24.
Espinel, M. F., & Canária, M. C. (2010). Promoting social interaction in teaching English through collaborative learning environments. Veredas, 14(1), 25-39.
Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs deliver as expected? Procedia-Social and Behavioral Sciences, 2(2), 3600-3604.
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech Perception and Linguistic Experience: Issues in Cross-Language Research (pp. 233-277). Timonium, MD: York Press.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gebhard, J. G. (2010). Teaching English as a foreign or second language: A teacher self-development and methodology guide. University of Michigan Press.
Ghavifekr, S. (2020). Collaborative Learning: A Key to Enhance Students’ social Interaction Skills. MOJES: Malaysian Online Journal of Educational Sciences, 8(4), 9-21.
Gilakjani, A. P., & Ahmadi, S. M. (2011). Why is pronunciation so difficult to learn? English Language Teaching, 4(3), 74-83.
Goh, C. C. M. (2007). Teaching speaking in the language classroom. RELC Journal, 38(3), 285-302.
Gómez Mazara, F. (2017) El computadorcomodeterminante del accesoa Internet en hogares de la República
Dominicana. Ciencia, Economía & Negocios 1(1). 39-85. DOI: http://dx.doi.org/10.22206/ ceyn.2017. v1i1.pp39-85
Gudu, B. O. (2015). Teaching Speaking Skills in English Language Using Classroom Activities in Secondary School Level in Eldoret Municipality, Kenya. Journal of Education and Practice, 6(35), 55-63.
Hogan, D. M., & Tudge, J. R. (2014). Implications of Vygotsky'Theory for Peer Learning. In Cognitive perspectives on peer learning (pp. 39-65). Routledge.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Hummel, K. M. (2021). Introducing second language acquisition: Perspectives and practices.
Islam, W., Ahmad, S., & Islam, MD (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47-65.
Jacob, F., John, S., & Gwany, D. M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
Jarbou, S., & Guba, M. N. A. (2022). The Effect of the Goal of Communication on Speaker Perceptions of Cognitive Difficulty and Stress: Informative versus Persuasive Speech. The International Journal of Communication and Linguistic Studies, 20(1), 13.
Kenya Institute of Education (2005). Secondary English teachers’ Handbook. Ministry of Education. Nairobi
Kithinji, W. K., & OHirsi, A. I. (2022). Relating English language proficiency to academic performance among non-
English speaking undergraduate students in Kenyan universities. East African Journal of Education Studies, 5(1), 66-76.
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
Maganda, D. M. (2024). Language Policy in Tanzania Mainland. In The Palgrave Handbook of Language Policies in Africa (pp. 37-70). Cham: Springer International Publishing.
Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116-129.
Mbithe, C. N. (2014). Influence of the new integrated English curriculum on students’ performance in English at the Kenya certificate of secondary education in Masinga Division, Kenya (Doctoral dissertation, University of Nairobi).
Miranda, J. A., & Wahyudin, A. Y. (2023). Pre-Service Teachers’strategies In Improving Students’speaking Skills. Journal of English Language Teaching and Learning, 4(1), 40-47.
Mohr, S., & Barasa, D. (2024). English-medium instruction in higher education in East Africa. In The Routledge Handbook of English-Medium Instruction in Higher Education (pp. 297-310). Routledge.
Mucherah, W., Dixon, F., Hartley, K., & Hardin, T. (2010). Perceptions of self-concept and actual academic performance in Math and English among high school students in Kenya. Educational Research, 1(8), 263.
Muriungi, P, K & Kibui, M, K. (2015). The influence of Motivation on Acquisition of English Language Skills among Day Secondary School Students in Imenti South District Kenya. International Journal of Research in Humanities and Social
Studies V 2 (5) pp. 52- 58. http://www.ijrhss.ijrsset.org/pdf/v2-i5/7.pdf
Mutua, D. (2023). Influences of learning environment on English language vocabulary acquisition among learners in Kitui County, Kenya. Journal of Languages, Folklore and Ecology, 1(1). https://doi.org/10.58256/jlfe.v1i1.992
Mwangi, J. T. (2022). Classroom Use Of Digital Resources In Teaching And Learning Of English Language In Secondary Schools In Nyeri County, Kenya (Doctoral Dissertation, School Of Education, Kenyatta University).
Ngetich, N. K. (2022). Language in Education Policy in Kenya: What Place for Foreign Languages?. Journal of Linguistics, Literary and Communication Studies, 1(1), 1-8.
Njuguna, J. (2012). Factors influencing performance of English language in public secondary schools in Bomet District, Kenya (Doctoral dissertation, University of Nairobi, Kenya).
Nkhi, S. E. (2022). Exploring the challenges encountered by English as second language (ESL) undergraduate students in the development of communicative competence skills: a case of three tertiary institutions in Lesotho.
Unpublished Doctoral Dissertation]. University of South Africa.
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity, and Educational Change. Harlow: Pearson Education
Nyamai, G. T., Adhiambo, J. M., & Nduku, E. (2024). The Effect of the use of Physical Resources on Students’ Learning Achievement in Free Day Secondary Schools in Mombasa County, Kenya. Journal of African Interdisciplinary Studies,
8(10), 225-240.
Nyargoti, C. (2013). The role of English language proficiency in Kenyan students' academic success. International Journal of English Language Teaching, 1(1), 25-32.)
Okwara, M & Shiundu, J. (2009) Towards a Model of Integrated English Language Curriculum for Secondary Schools in Kenya. Retrieved September 15, 2023, fromhttp://www.academicjournals.org/ERR
Omare, J. M. (2020). Effect of self-evaluation learning strategy on academic performance in English language among students in public secondary schools in Kenya. American Journal of Educational Research, 8(11), 822-827.
Park, E. (2022). Coping with diverse accented English: Comprehension strategies deployed by East Asian international students at an Australian university. International Education Journal: Comparative Perspectives, 21(1), 1-19.
Piller, I., Zhang, J., & Li, J. (2020). Linguistic diversity in a time of crisis: Language challenges of the COVID-19 pandemic. Multilingua, 39(5), 503-515.
Piper B., Schroeder L., & Trudell B., (2016). Oral reading fluency and comprehension in Kenya: reading acquisition in a multilingual environment. Journal of Research in Reading. 39(2). https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9817.12052
Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common Core Standards: The new US intended curriculum. Educational Researcher, 40(3), 103-116.
Porter, E & Roberts, S. (2011). Assessment that oral communications have been cited by employers as a necessity in
workforce. Educational Researcher, 2 (3), 72-97.
Possú, M. C. F. (2021). Implementing English speaking skills with EFL large groups: Challenges and useful strategies. Greensboro College.
Potrac, P., Nelson, L., Groom, R., & Greenough, K. (2016). Lev Vygotsky: Learning through social interaction in coaching. In Learning in sports coaching (pp. 101-112). Routledge.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750-757.
Rustamov, I. T., & Mamaziyayev, Z. X. (2022). Development of speaking comprehension in teaching foreign language for professional purposes. Asian Journal of Research in Social Sciences and Humanities, 12(2), 227-233.
Ryan, J. (2021). Listening in interaction: Understanding projection. TESOL Press.
Silaban, W. Y., Waruwu, M. L., Barumbu, D. N., Robot, S., Injilia, I., Kawet, K., ... & Winoto, D. E. (2023). History of English Become an International Language. International Journal of Multicultural and Multireligious Understanding, 10(2), 359-366.
Spernes, K. (2012). ‘I use my mother tongue at home and with friends–not in school!’Multilingualism and identity in rural Kenya. Language, Culture and Curriculum, 25(2), 189-203.
Tanzin, T. (2023). Investigating the factors of spoken English anxiety among the English major students in Bangladesh (Doctoral dissertation, Brac University).
Thu, H. N. A. (2021). A study on English communication skills at tertiary level.
Uong, H., & Vu, T. (2023). Strategies for Developing English Speaking Skills of First-Year English Major Students At a Higher Education Institution. Scientific Journal of Tan Trao University, 9(1).
Wamuti, L. (2021). Teaching of Japanese as a foreign language in tertiary institutions in Kenya: opportunities and challenges (Doctoral dissertation, Kenyatta University).
Yulianti, T., & Sulistyawati, A. (2021). Enhancing public speaking ability through focus group discussion. JOURNAL PAJAR (Pendidikan Dan Pengajaran), 5(2), 287-295.
Article Sidebar
Published
Nov 9, 2024
Article Details
How to Cite
Cheptabok , M. C., & Onchera , P. O. (2024). Challenges Faced by Students in Developing English Language Speaking Skills in Public Secondary Schools in Homa Bay County, Kenya. Journal of Frontiers in Humanities and Social Sciences, 2(3), 80–98. https://doi.org/10.69897/jofhscs.v2i3.167
Issue
Section
Original Articles
Author Biographies
Mary Cherobon Cheptabok , Department of Curriculum and Instruction, School of Education, University of Eldoret, P.O. Box 1125, Eldoret, Kenya
Department of Curriculum and Instruction, School of Education, University of Eldoret, Kenya
Paul O. Onchera , Department of Curriculum, Instruction and Educational Media, School of Education, Arts and Social Sciences, University of Kabianga, P.O. Box 2030 - 20200 Kericho, Kenya
Department of Curriculum, Instruction and Educational Media, School of Education, Arts and Social Sciences, University of Kabianga, Kenya