Influence of Task-based Approach on Students’ English Listening and Speaking Skills in Public Secondary Schools in Busia Subcounty, Kenya

Abstract

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 xii in speaking by using task-based instruction activities through brainstorming and problem solving skills.