THE ROLE OF TESTING SPEAKING SKILLS THROUGH WRITING ON LEARNERS’ SPEAKING COMPETENCE IN SELECTED SECONDARY SCHOOLS IN KESSES SUB-COUNTY, UASIN GISHU COUNTY, KENYA

Abstract

At the end of the secondary English course, all students are expected to have acquired a significant command of English in spoken form to enable them to communicate confidently and competently in all sorts of discourse. However, by the end of secondary school, most learners are not able to speak competently in English language in most real-life situations. This study, therefore, was an investigation of the role of testing speaking skills through writing on learners’ speaking competence. Its main aim was to emphasize the importance of testing speaking skills orally. The research was guided by the following objectives: To investigate the role of testing speaking skills through writing in Kenyan secondary schools; to observe how testing speaking skills through writing affects learners speaking competence and finally, to provide some of the measures that can be put in place to ensure that problems associated with speaking competence are addressed. This study was conducted in selected secondary schools in Kesses Sub-County, Uasin Gishu County, Kenya. This study adapted a mixed method research design. The researcher used both purposive and stratified sampling techniques to select the schools that were investigated. Data was collected using students’ questionnaire, questionnaire for the teachers of English, classroom observation guide and method of assessment guide and a voice recorder. Teachers of English language and their form four students were observed during the listening and speaking English lessons. The method of assessment was also observed. Both the students and teachers under investigation were issued with questionnaire to fill. The respondents were also subjected to an oral test. Research instruments were reviewed and validated by the supervisors from the University of Eldoret. The reliability of the research instruments tested using test-retest method. The qualitative data collected was analyzed using narrative analysis, while quantitative data were analyzed using frequencies and percentages. The data was then presented in form of percentages and tables. On testing speaking skills, 43 (62.3%) revealed that testing speaking skills through writing helps in assessment of write proficiency, 15 (27.7%) revealed that it not only helps to test or monitor whether students have mastered words spellings but it helps them improve on word spelling. 11(15.9%) revealed that the when they get the spellings right, then it led to improvement in speech. On classroom practices, 18(26.1%) of the respondents established that when Learners engage in group activities, their speaking competence improves, 13(18.8%0 revealed that adoption of lecture method helps to improve speaking competence, 22(31.9%) revealed that recitation makes Learners improve on speaking competence and 16(23.2%) opined those discussions make learners practice speaking and therefore it improves speaking competence. On measures employed to address problems associated with speaking competence, 25(36.2%) revealed that practicing speaking English would enhance speaking competence, 17(24.7%) of the teachers opine that the speaking skill should be tested, 27(39.1%) postulated that the Ministry of Education should at least consider having exchange programmes between learners in English speaking countries to ensure peer learning. The study concluded that testing speaking skills through writing helps in assessment of writing proficiency. Learners engage in group activities which improves their speaking competence. The study recommended that a study should be conducted to establish the challenges associated with testing speaking skills orally in all public secondary schools in Kenya.