FACTORS AFFECTING PUBLIC SECONDARY SCHOOL STUDENTS FLUENCY IN SPOKEN ENGLISH

FACTORS AFFECTING PUBLIC SECONDARY SCHOOL STUDENTS FLUENCY IN SPOKEN ENGLISH

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Speaking is the verbal expression of ideas, emotions, and feelings. It is one of the most important skills to develop when studying English. Other skills, such as listening, reading, and writing, must be taught all at once (Oradee Munir, 2012). This is understandable because interaction requires the use of several skills, such as listening to the speaker, responding to what the speaker says, and so on. Nonetheless, speaking fluency is an important component to which students and teachers should pay close attention. Students and instructors at the English Language Department, Faculty of Education and Teacher Training, must be fluent in English. This is due to the fact that, first and foremost, they must speak English orally every day as a role model for their students. Their students. To engage with students during teaching and learning, they must be able to communicate effectively in English. Second, they must devise classroom activities that will assist them in improving their oral English fluency. However, it is common knowledge that not all English students can communicate effectively. This could be due to a number of factors, including a lack of English proficiency, especially in speaking. As a result, in order for listeners to understand the message, presenters must carefully plan what they will say and how they will say it (McMillan Toybet, 1987). Before expressing their views, speakers must think about what they will say. Another issue is that students in countries where English is not the first or second language are not allowed to participate. regular exposure to English usage (Muamaroh M.E, 2013). As a result, they are unable to use it naturally in their speech. Furthermore, as numerous studies have shown, children are subjected to a variety of influences that have an impact on their ability to communicate. Tuan and Mai (2015) discovered that poor student performance in speaking was influenced by a number of factors, including a lack of student motivation, the use of mother tongue in the learning process, a lack of vocabulary, and participation in instructional activities. Several unfavorable variables, according to Hamad Hanukali (2013), have an impact on students’ speaking abilities. They all agreed that using the mother tongue in the classroom has an impact on students’ proficiency, that students are afraid to use English in public, and that

that students use English less in discussion activities, that the curriculum includes fewer speaking exercises, that teachers do not provide students with support and time, and that the speaking section of the curriculum is smaller than the listening section. A study was conducted to determine which characteristics influenced students’ English-speaking fluency. The study was conducted by Hidayat and Herawati (2012), and the findings suggest that three factors influence students’ speaking fluency: a fun learning process, high self-motivation, and effective peer support. The goal of this study was to fill in the gaps by investigating the factors that influence public secondary school students’ spoken English fluency.

1.2 THE PROBLEM’S STATEMENT

In a large country like Nigeria, where the majority of the population Listening, speaking, reading, and writing in English are all difficult skills for students to learn. One of the primary causes of their difficulties is a setting that does not encourage students to speak English well. The majority of secondary students study English as a second language, with their primary language being their native tongue. As a result of more dominant cultures and languages, many small and vulnerable language groups in our country are on the verge of extinction (Muamaroh M.E, 2013). On the contrary, the public believes that learning English is important because of the effects of globalization and liberalization. As a result, there is a need to investigate the factors influencing public secondary schools.

English fluency is required.

1.3 THE STUDY’S OBJECTIVE

The study’s overarching goal is to investigate the factors influencing public secondary school students’ fluency in spoken English. The research will be guided by the following criteria:

i. To investigate the extent to which family environment influences secondary student fluency in English.

ii. Determine whether a lack of qualified teachers contributes to a lack of fluency in English among secondary school students.

iii. Determine whether the type of school influences secondary school students’ fluency in English.

iv. To make recommendations on how secondary school students’ English fluency can be improved.

1.4 QUESTIONS FOR RESEARCH

The following study questions have been prepared:

i. To what extent does the family environment influence secondary students?

English language proficiency?

ii. Does a lack of qualified teachers contribute to a lack of fluency in English among secondary school students?

iii. Does the type of school affect secondary school students’ fluency in English?

iv. How can secondary school students improve their English language fluency?

1.5 THE STUDY’S IMPORTANCE

This study will be important to the ministry of education because it will highlight the lack of fluency in spoken English among public secondary school students. As a result, they will hire qualified teachers to teach English and will also implement other curricular activities to improve students’ fluency in English.

The study will be important to the academic community because it will add to the existing literature.

1.6 STUDY OBJECTIVES

This study will look at how the family environment affects secondary students’ English fluency. The study will also look into whether a lack of qualified teachers contributes to a lack of fluency in English among secondary school students. The study will also look into whether the type of school influences secondary school students’ fluency in English. Finally, the study will make recommendations on how secondary school students’ English fluency can be improved. As a result, the scope of the study will be limited to public secondary schools in the Dala local government area. Kano is a state in Nigeria.

1.7 THE STUDY’S LIMITATIONS

The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials.

The researcher chose a moderate sample size because there was a lack of literature, information, and in the process of data collection (internet, questionnaire, and interview). Furthermore, the researcher will conduct this study alongside other academic work. As a result, the time spent researching will be reduced.

1.8 TERM DEFINITION

Fluency: the state or quality of being fluent.

The English language is a system for expressing thoughts, feelings, and so on through spoken sounds or conventional symbols.