INFLUENCE OF CLASSROOM CLIMATE ON SPEAKING SKILLS IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN HOMABAY COUNTY, KENYA

Abstract

English is an international language used in many countries for business and education. In Kenya, English serves as both an official language and the primary medium of instruction in secondary schools, making proficiency in speaking English the most essential means of effective communication and academic performance. A majority of the students who attend secondary school have poor mastery of the speaking skill, and this adversely affects their general competence in the language. Classrooms do play a significant role in molding the skills required for high achievements in speaking. One of the major challenges facing teachers is helping students apply knowledge taken in the classroom to real-life situations. Therefore, the purpose of this study was to investigate the influence of classroom climate in the acquisition of speaking skills. The objectives of the study were to; assess availability of physical facilities in the acquisition of speaking skills, identify challenges in the acquisition of speaking skills, determine influence of emotions of teachers and students in the acquisition of speaking skills and find out the role of interactions between teachers and students in the acquisition of speaking skills. The study was informed by socio-cultural and behaviorism theories based on collaborative interaction and learning new words through shaped environment. The study was anchored on a pragmatic research paradigm adopting descriptive research design. The target population consisted of 312 public secondary schools, 28,336 form three students, 493 teachers of English and 312 principals in Homabay County, Kenya. The sample size included 378 students, 148 teachers and 31 principals. The study used both probability and non-probability sampling techniques that included stratified, proportionate, systematic and simple random sampling. Data collection instruments included questionnaire, interview schedule and observation guide. The validity of the research instruments was assessed using content validity, while reliability was evaluated using Cronbach's Alpha coefficient. Data was analyzed using descriptive statistics, including means, frequencies, percentages, and standard deviation, as well as inferential statistics, which involved correlation. The results showed that 50% of schools had the necessary resources or facilities to support English speaking skills. While 10.6% of students excelled in speaking, 47.1% were average. Key challenges reported by students included pronunciation, vocabulary, grammar, fluency, confidence and understanding accents. Teachers reported to face issues such as a non-supportive environment, content selection, promoting literacy, creating a positive classroom climate and effective assessment. Physical facilities (r=0.257) and interaction between teachers and students (r=0.147) were highly correlated to acquisition of speaking skills. The study conclude that the availability of physical facilities and teacher-student interaction are the most significant factors influencing the acquisition of English-speaking skills, contributing 6.6% and 2.2% respectively. The study recommends raising awareness and improving the teaching of speaking skills by helping teachers understand the challenges students face and encouraging active participation. Additionally, it suggests further research to explore other factors affecting teachers' evaluations and to consider multiple perspectives for a better understanding of students' speaking abilities.