| dc.description.abstract | This study was conducted to determine the role of instructional approaches on the development of learners’ oral competence in selected secondary schools of Fort Portal City Council. The study was guided and informed by four objectives namely; to determine the manner of the formulation of the English language outcomes on students development of oral competence in selected secondary schools of Fort Portal City Council, to find out the relevance of English language on the development students’ oral competence in selected secondary schools of Fort Portal City Council, to determine the instructional approaches on the development of oral competence in selected secondary schools in Fort Portal City Council and to find out the model of assessment on students’ development of oral competence in selected secondary schools of Fort Portal City Council. A case study design was used. It adopted both quantitative and qualitative research approaches. Data was obtained from teachers, head teachers and students’ who all totaled up to 209 respondents. These were selected using simple random and purposive sampling techniques. Quantitative data was analyzed using the SPSS to generate frequencies and percentages. Content analysis was used to analyze qualitative data by editing the qualitative data and reorganizing them into meaningful themes aligned to the study objectives. The study indicates that when developing a list of student learning outcomes, it is important that statements be specific and well defined. Outcomes should explain in clear and concise terms the specific skills students should be able to demonstrate, produce, and known because of the English content that reports student achievement. Level of student engagement in learning activities and the action verbs used in hierarchy of SOLO Taxonomy. The data from interviews and documentary analysis indicates that students’ skills in form of reading, speaking, and writing were developed to enhance learners’ oral competence. About 20%, 30% after repeating sentence, student was able to improve on the skills and knowledge. The teacher of English language course during observation, reveal, learning to analyze literature effectively not only teaches you how to better enjoy books, music, and film, but also how to better understand the causes and effects taking place in your family, neighborhood, and the world around you. Regarding whether a teacher selects appropriate long/ short term objectives from the syllabus and resources, most of the respondents 95% agrees, 4% disagrees while 2% undecided. This means that teachers of English language selected appropriate learning of objectives that reported student achievement. The instructional approaches such as: planning and preparation, learning environment and teaching instructions were adopted. The results from focus group discussions and observations indicate that planning of learning activities is an important part of course design and everyday teaching; curriculum and lesson design must be aligned to achieve the intended learning outcomes. The result indicate that traditional assessment practices were also used to report student achievement such summative assessments, classroom participation, mock examination and national exams that evaluate at the close of instruction at either the end of a unit or after a set period in order. The study indicates that authentic assessment mode was also used to report student achievement in English language course, which included direct examination of a student’s ability to perform tasks. The study concluded that given curriculum frameworks and guides, how to choose and formulate actual learning objectives. The study also concludes that the extent to which the relevance of English contents should be reflected in different aspects such as language games language games, mime, role play, vocabulary that includes the words both simple and compound, sentence patterns are structures, paralinguistic parameters. This concludes that when appropriate approaches were designed and selected, students critical thinking, writing skills, listening, and speaking could be improve hence development the learners ’oral competence. Finally, results of the study contributed to our understanding of the role that specific component of the teaching approach should have. Simply going to the classroom does not foster a constructivist learning in students unless it is matched with reflection. The study concludes that there is a continued need to understand why teachers in some classrooms are more effective than others. It recommends that Ministry of Education and sports should design the curriculum of English contents that allow the teachers to delivery instructional efficiency to enhance oral competence. It also recommends that the Ministry of Education and sports should design English language/Literature that are relevant to learners. It recommends that Ministry of Education and sports should design and effective instructional approaches that can be used to teach English language/Literature secondary schools and it also recommends that Ministry of Education and sports should provide the model of assessment that can be used to report student achievements in English language/ Literature. | en_US |
