Exploring Effective Strategies to Address Shortcomings in Spoken English Among Students in Rural Primary and Secondary Schools in Non-Native English-Speaking Nations

Abstract

The purpose of this study was to explore the shortcomings in spoken English among students in rural primary and secondary schools in non-native English-speaking countries and finding out effective strategies to address them. The study adopted convergent parallel design as one of the categories of mixed method. The study involved 16 schools, representing both primary and secondary levels, selected from 10 rural districts in Rwanda through systematic and random sampling. The study involved a sample of 100 primary and secondary school students and 16 teachers of English and the data was collected using interviews, focus group discussions, and non-participant observations. Both quantitative and qualitative data were analyzed using descriptive statistics and content analysis respectively. The findings revealed significant shortcomings in spoken English, encompassing grammar, vocabulary, pronunciation, accent, fluency, fear, and lack of confidence. The study emphasized a comprehensive approach to language instruction, advocating for diverse strategies such as cooperative activities, drills, pictures, media integration, group discussions, and teacher training. Emphasizing the importance of consistent English communication both inside and outside the classroom, the research highlighted the necessity for a balanced teaching methodology that goes beyond a singular focus on grammar. The study recommended that teachers of English should recognize the complex nature of spoken English proficiency and adopt a comprehensive approach that addresses various dimensions. In addition, school managers should encourage both learners and teachers to engage in English communication to overcome linguistic barriers and create conducive learning environment.