Investigating the Challenges Teachers Face in Using an Eclectic Approach for Students’ English-Speaking Skills: A Case Study of Two Public Secondary Schools in Rwanda

Abstract

The purpose of this study was to investigate the challenges Teachers face in Implementing Eclectic Approach for students’ English-speaking skills. Case study of Two secondary schools in Rwanda. Two specific objectives guided this study: To identify the challenges and suggest sustainable solutions to the challenges. The study was guided by Learning by Doing Theory by Dewey to encourage people to learn any new concept through the practice and it matches with the solution to the challenges that they may face when exercising an Eclectic approach in teaching and learning process. Qualitative research design was used in this study. The data were collected using interviews for English teachers and directors of studies and classroom observation. The total targeted population was14 of 12 English teachers and 2 directors of studies from the schools under the study. The sample size was 11 English teachers sampled through table of Risk-Based formula. The data was analysed through a thematic technique. The findings exposed that lack of knowledge about the approach, inability to integrate all four languages together. The respondents have proposed some sustainable solutions such as participation in-service trainings about the approach, provision of free time for teachers to plan their lessons together, love of work culture. The researchers drew some conclusions such as challenges still exist and teachers have to change their mindset to help students learn English by incorporating all the language skills and be supported regarding their individual differences. The researchers recommend English teachers to learn by doing and they will be able to apply the eclectic approach towards the students’ English language skills.