Effect of Guided Classroom Talk on Imaginative Writing Skills in English of Public Boys’ Secondary School Students in Kimilili-bungoma Sub-county, Kenya

Abstract

The purpose of this study was to determine the effect of guided classroom talk on imaginative writing skills of public boys’ secondary school students. The study was anchored on Output hypothesis. The study was guided by three research objectives namely: determine the effect of amount of time given for guided classroom talk on imaginative writing skills of public boys’ secondary school students; determine the effect of content of guided classroom talk on imaginative writing skills of public boys’ secondary school students; determine the effect of context of guided classroom talk on imaginative writing skills of public boys’ secondary school students. The study used prospective self-control cohort research design. The study was carried out in Kimilili-Bungoma Sub-County. The target population of the study comprised Form Three students of public boys’ secondary schools and their English language teachers. The study randomly selected one public boys’ secondary school and used purposive sampling to select 400 Form Three students in that school together with 10 English language teachers. Data were collected using teacher questionnaires and individual interviews, classroom observation and document analysis checklists and pre- and post-tests. Data were analyzed using descriptive and inferential statistics with aid of SPSS. The findings of the study indicated that time has a significant effect on students’ imaginative writing skills but content has no effect on students’ imaginative writing skills. Further findings indicated that context has a minor effect on students’ imaginative writing skills. This meant that guided classroom talk has an effect on students’ imaginative writing skills. It is recommended that more time should be given to students’ talks or collaborative activities in class, teachers should avoid using phrases that signal lapse of time during classroom talks, topics for writing should be chosen according to learners’ age, and teaching writing should be done in a free and friendly environment. Findings of the study should form the basis for policy reviews by the Ministry of Education on teaching imaginative writing in secondary schools in Kenya. Scholars can use these findings to establish effect of guided reading on imaginative writing skills.