The Influence of Students’ Emotions on the Acquisition of English-Speaking Skills Among Secondary School Students in Homa Bay County, Kenya
Main Article Content
Keywords
Emotions, speaking skills, acquisition, students, teachers, learning
Abstract
Language learning is a part of the psychological process because it is based on learner’s individual difference. Speaking skills allow individuals to speak comfortably to each other. It provides us with the ability to express information verbally. However, many students do not feel confidently enough to develop their speaking skills. This paper, therefore, evaluates the influence of students’ emotions on acquisition of English speaking skills among secondary school students in Homa Bay County, Kenya. The study was anchored on socio-cultural and behaviourist theories and adopted a concurrent triangulation research design. The study employed descriptive research design and underpinned on pragmatist research paradigm. The target population was 29141 secondary school students as well as principals and teachers. A sample size of 365 respondents was selected using Yamane’s sample size determination formula through multi stage sampling design and 9 principals and 27 teachers were purposively chosen. The data was collected using structured questionnaire. Collected data was analysed using descriptive statistics such as tables, frequencies and percentage were used while inferential statistics were obtained using Person correlation coefficient. The results indicated that students with high emotional understanding showed better speaking skills; 75.45%. This showed that emotions of students had weak positive significant correlation with learning of speaking skills (r =.71, p < 0.01) and acquisition of speaking skills (r = .30, p > 0.01). Further, there was a positive relationship between learning and acquisition of specking skills (r = .56, p > 0.01). Emotions are very important in teaching and learning process. The study recommends that the close relationship between speaking abilities and emotions yields a wealth of information that could influence and change educational practices across the board, from curricula to policies.
References
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., Makmur, M., & Marzulina, L. (2018). “If our English isn’t a language, what is it?” Indonesian EFL student teachers' challenges in speaking English. The Qualitative Report, 23(1), 129-145.
Ali, A., & Savas, S. (2013). Teachers' beliefs about teaching speaking skills and motivational orientations: A case study in Turkey. Procedia - Social and Behavioral Sciences, 70, 1459-1468.
Alzaanin, E. I. (2024). Capturing the emotional experiences of English as a foreign language university teacher: A critical perspective. Language Teaching Research, 28(3), 931-947.
Aragão, R. (2011). Beliefs and emotions in foreign language learning. System, 39(3), 302-313.
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.
Azman, H. (2016). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: Language, Linguistics, Literature, 22(3), 65- 78. https://doi.org/10.17576/3l-2016-2203-05
Becker, C., & Roos, J. (2016). An approach to creative speaking activities in the young learners’ classroom. Education Inquiry, 7(1), 27613.
Brown, N. A., & Bown, J. (Eds.). (2015). To advanced proficiency and beyond: Theory and methods for developing superior second language ability. Georgetown University Press.
Chen, Z. (2022). Deep Learning Algorithm for Online College Physical Education Teaching with Flipping Classroom. Computational Intelligence & Neuroscience, 1–12. https://doi.org/10.1155/2022/8742661https://research.ebsco.com/linkprocessor/plink?id=2493060f-409c-367f-90b2-3781b2c23856
Garret, P., & Young, R. F. (2009). Theorizing affect in foreign language learning: An analysis of one learner’s responses to a communicative Portuguese course. The Modern Language Journal, 93(2), 209-226.
Heryanti, R., & Hazairin, I. N. (2017). Learning strategies used by the fifth semester students to increase their speaking proficiency at English study program in jambi university. Jambi English Language Teaching Jurnal, 2(1), 27-36.
Huang, X., Huang, L., & Lajoie, S. P. (2022). Exploring teachers’ emotional experience in a TPACK development task. Educational Technology Research & Development, 70(4), 1283–1303. https://doi.org/10.1007/s11423-022-10135-7 https://research.ebsco.com/linkprocessor/plink?id=02c0effd-a345-37b7-8d5f-e2f989ada6a9
Imai, Y. (2010). Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94(2), 278-292.
Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom–A study conducted at South East European University. Academic Journal of interdisciplinary studies, 2(4), 121-132.
Jin, M. (2014). A case study of non-English major college students' motivation in English language learning. Open Journal of Modern Linguistics, 4(2), 252-259.
Juhana, J. (2012). Psychological factors that hinder students from speaking in English class (A case study in a senior high school in South Tangerang, Banten, Indonesia). Journal of Education and Practice, 3(12), 100-110.
Kagita, R., Palukuri, V. B., Jana, S. R. K., & Banu, S. N. (2021). Emotional Management to Speak in English Fluently and Effectively. Ilkogretim Online, 20(5), 7047-7056.
Marzuki, A. G. (2017). Applying mind mapping technique in improving english vocabulary mastery in an efl classroom. Paedagogia: Jurnal Pendidikan, 6(2), 276-293.
Moradi, Z., & Talebi, S. H. (2014). The Effect of pre-speaking strategies instruction in strategic planning on Iranian EFL students’ awareness as well as students’ fluency and lexical resources in speaking.Procedia-Social and Behavioral
Sciences, 98, 1224-1231. https://doi.org/10.1016/j.sbspro.2014.03.537
Nazara, S. (2011). Students' perception on EFL speaking skill development. Journal of English Teaching, 1(1), 28-43.
Nijat, N., Atifnigar, H., Chandran, K., Selvan, S. L. T., & Subramonie, V. (2019). Psychological factors that affect English
speaking performance among Malaysian primary school pupils. American International Journal of Education and Linguistics Research, 2(2), 55-68. https://doi.org/10.46545/aijelr.v2i2.117
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Urrutia Leó, W., & Vega Cely, E. (2010). Encouraging teenagers to improve speaking skills through games in a Colombian public school. Profile Issues in TeachersProfessional Development, 12(1), 11-31.
Xhemajli, A. (2016). The Role of the Teacher in Interactive Teaching. International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE), 4(1), 31–37. https://doi.org/10.5937/IJCRSEE1601031Xhttps://research.ebsco.com/linkprocessor/plink?id=b9a31249-0c94-30fa-b333-e0ce1aea14eb
Article Sidebar
Article Details
Mary Cherop Cheptabok , Department of Curriculum, Instruction and Educational Media, School of Education, University of Eldoret, P.O. Box 1125 Eldoret, Kenya
Department of Curriculum, Instruction and Educational Media, School of Education, University of Eldoret, Kenya
Florence Okari, Department of Curriculum, Instruction and Educational Media, School of Education, University of Eldoret, P.O. Box 1125 Eldoret, Kenya
Department of Curriculum, Instruction and Educational Media, School of Education, University of Eldoret, Kenya