Influence of Task-based Approach on Students’ English Listening and Speaking Skills in Public Secondary Schools in Busia Subcounty, Kenya
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Date
2022Author
Wakasiaka, Dennis N
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
The purpose of this study was to investigate the influence of task-based instruction on students’
English listening and speaking skills among public secondary schools in Busia sub-county, Kenya.
The fundamental objectives were to: analyze the influence of group discussions on students'
English listening and speaking skills in public secondary schools in Busia sub-county, establish
impact of role-play on students' English listening and speaking skills, establish impact of
brainstorming on students' English listening and speaking skills, and to lay out the impact of
problem solving on students' English listening and speaking abilities in public secondary schools
in Busia sub-County. The review was directed by hypothesis of Second Language Learning-
Language theory. A clear review configuration was utilized to convey the research since it
empowered the scientist to choose gatherings who are unique yet explore them at one moment. A
pilot study was led to approve the exploration instruments before the examination started. The
review utilized two example t-test to lay out the unwavering quality of the exploration instruments,
which had an importance level of 0.05. The review populace was 2,315 respondents out of which
an example size of 175 respondents were gotten basing on Yamane (1967). Information was
gathered by the utilization of surveys and interview. Information was dissected utilizing
unmistakable insights like frequencies, rates and means. Quantitative information was summed up
to evaluate the strength of the connection between the factors. The researcher led a various straight
relapse examination to lay out the connection among free and subordinate factors. The outcomes
were introduced in tables, diagrams and pie graphs. Findings of the study reveals that Group
discussion was able to predict 0.632 (63.2%) of the variation in English listening and
speaking skills, Role play was able to predict 0.550 (55%) of the variation in English
listening and speaking skills. Brainstorming was able to predict 0.580 (58%) of the variation
in English listening and speaking skills and Problem solving was able to predict 0.343 (34.3%)
of the variation in English listening and speaking skills. Based on the study findings, this study
concludes and recommends that the policy makers should ensure that the group discussion is
included in English course books when reviewing the curriculum as they can enhance learners’
speaking skills, the School administrators of English programs and subject teachers should suggest
books that emphasize and stress on speaking through role play activities, the teachers of English
should create a conducive environment for learners and encourage shy students to participate
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in speaking by using task-based instruction activities through brainstorming and problem solving
skills.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Arts [629]
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