Exploring the Role of Oral Literature in Enhancing Learners’ Language Proficiency: A Case of Three Selected Secondary Schools in Rwanda

Abstract

Studies conducted on the relevance of literature in boosting language demonstrate that it is an invaluable tool to enhance language skills. However, the role of oral literature in enhancing language performance in secondary schools has not received much investigation. This study investigates the role that teaching oral literature in English plays in learners' language performance. Adopting a quasi-mixed-methods approach, the study was conducted in three selected secondary schools from one district in Rwanda. This study was guided by input and output theory by Krashen Steven. The focused population was 15 participants (12 teachers and 3 deputy headteachers in charge of academic duties) from 3 selected secondary schools. Respondents were selected by a universal and stratified sampling procedure. Using a simple random sample, the study used both a questionnaire and an interview with school staff, with a particular focus on teachers of literature in English. Findings revealed that folk dramas and tales, myths, proverbs, sayings, and tongue twisters were the most focused components of oral literature by English teachers in the sampled schools. It was found that there is a significant positive effect between oral literature and learners’ language performance (r = 746, p < 0.01). The study recommends that efforts be made to enhance the teaching of oral literature as it exposes learners to English language skills.