Abstract:
The purpose of this study was to establish the influence of task-based instruction on
English speaking skills among secondary school learners of Gucha-South sub-county.
The objectives of the study were to assess the influence of group discussion in task based instruction on English speaking skills, to determine the influence of role-play in
task-based instruction on English speaking skills, to establish the influence of
brainstorming in task-based instruction on English speaking skills and to establish the
influence of problem-solving skills in task-based instruction on English speaking
skills in secondary school learners in Gucha-South sub-county. The study used Quasi experimental non-random pre-test post-test control group design and employed a
mixed approach. The study was guided by a conceptual framework. All form three
learners from 21 mixed public day sub-county secondary schools in Gucha-South
formed the target population. Purposive sampling was used to select the sample from
the population. The sample size was form 3 learners from the two selected schools
which comprised of 90 students. Data was collected using English speaking skills
achievement tests, observation guide and questionnaires. Instruments were validated
by experts from the faculty of education in the university and a Pilot test was done
prior to the study whereby a Cronbach coefficient of 0.7 was considered. Descriptive
as well as inferential statistics were used to analyse quantitative data, and was
presented in using tables and analysis from the observation guide was used for
triangulation. The study revealed that there is a statistically significant influence of
group discussion (t=2.739; df=88), role play (t=4.297; df=88), brainstorming
(t=2.971; df=88) and problem solving (t=3.442; df=88) on learners' English speaking
skills. It was concluded that, group discussion, role play, brainstorming and problem
solving activities positively affect learners’ English speaking skills. The study is
beneficial to The Kenya Institute of Curriculum Development as the findings and the
recommendations from the research may enhance the re-thinking, re-designing of
utterance skills programmes during the course of renewing the curriculum. Teachers
of English in that experience gained in task-based instruction will assist them to
design more purposeful tasks on the precise needs of own learners. The researcher
recommends the following: Curriculum designers and policy makers should ensure
that the English course books include important tasks like group discussion when
reviewing the curriculum as they can enhance learners’ speaking skills. School
administrators of English language programs and subject teachers should suggest
books that emphasize and stress on speaking through role play activities. Teachers of
English should create a conducive environment for learners and encourage shy
learners to participate in speaking while making use of task-based instruction
assignments
