Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

Abstract

English language learning is pegged on four core skills namely writing, reading, listening and speaking. Acquisition of language springs from the latter; verbal skills (listening & speaking) and ignite the learning process in totality. Teaching of oral skills is barred by hurdles like ineffective delivery strategies. This study investigates instructional strategies utilized in development of oral skills. Descriptive survey, as a research design, was adopted. The study was grounded on Constructivism Learning Theory. The target population consisted of 37 public primary schools in Embu-West, 37 language panel chairpersons, 67 grade 3 classes and 67 grade 3 teachers of English. The study sample was chosen using stratified and simple random sampling methods. The sample consisted of 10 schools, 10 grade 3 classes, 10 language panel chairpersons and 10 grade 3 teachers. For data collection, teacher questionnaires, language panel chairpersons interview schedule, classroom observation guide and focus group discussion for learners were used. Quantitative data was analyzed descriptively using SPSS version 25.0 and presented in form of tables and percentages whereas qualitative data was analyzed thematically and presented narratively. Results revealed that storytelling, pair work, communication games, group work, role-play and songs among others form the major strategies in the teaching of oral skills. The results led to the conclusion that storytelling, pair work, songs and role-play form the common strategies used in development of oral skills. The study recommends that teachers adopt use of these interactive strategies and motivate learners to practice and develop interest in learning of oral skills among others. These findings may be beneficial to both curriculum developers and implementers for effective teaching and learning.