The role of debate in enhancing students' English-speaking skills in lower secondary schools of Nyabihu District, Rwanda
DOI :
https://doi.org/10.51867/AQSSR.2.4.68Mots-clés :
Benefits of Debate, Challenges, Implementation of Debate, Lower Secondary Schools, Speaking SkillsRésumé
This study aimed at assessing the extent to which debates are implemented in teaching and learning activities, identifying the benefits of debates in enhancing students' English-speaking skills, and evaluating the challenges faced in implementing debates during teaching and learning at G. S. Kareba and G. S. Jenda, selected in Nyabihu district. This research referred to constructivism and behaviorism theories. It employed a descriptive research design and targeted 1280 of the overall population from both schools. The sample size of 128, consisting of 93 lower secondary students, 31 teachers, and 4 administrative staff, was selected by using stratified probability and purposive sampling techniques. Quantitative data were collected from teachers and students by using questionnaires. On the other hand, qualitative data were collected from school leaders by using interviews. By the end, this study discovered that 73.4% of student participants participate in debates on a weekly basis, while 20.3% participate monthly. Furthermore, the students’ pronunciation and responding skills were generally developed (100%) as a result of debates, followed by increased confidence in public speaking and vocabulary development. The most significant challenges include the students’ lack of confidence in speaking English, reported by 100% of respondents, the lack of resources (93.0%), and fear of making mistakes (83.6%). Finally, the students are recommended to actively participate in debate sessions to enhance their English-speaking skills and take advantage of further opportunities related to practicing public speaking and engaging in discussions. Teachers, on the other side, should create an encouraging environment where students feel comfortable expressing their opinions, while the school leaders should provide necessary resources and follow up.
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