Influence Of Task-Based Instruction On English Speaking Skills Among Mixed Public Day Sub-County Secondary School Learners In Gucha-South Sub-County, Kisii, Kenya.

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