Learners’ Roles in the Use of Communicative Language Teaching in English Language Writing Skills Training in Marakwet Sub-counties, Kenya

Philip Kwambai Cheruiyot – Kisii University, Kenya
Email: pkwambai@gmail.com or pkwambai@kisiiuniversity.ac.ke

Received June 1, 2020; Revised June 12, 2020; Accepted June 14, 2020

Abstract: English is both compulsory and examinable subject in secondary schools and second language to most Kenyans. Many learners have problems in the four language skills. Although learners will have been taught English through primary school, there is much they need to do to enhance their mastery of English. This study was prompted by dismal performance in English in Marakwet Sub-counties at KCSE examinations taking into consideration that examinations are mainly expressed through the written mode. This paper, therefore, examines learners’ roles in Communicative Language Teaching approach in writing skills in schools. The study adopted Krashen’s: The Input Hypothesis and it employed the descriptive survey design. The study population comprised 33 schools. Simple random sampling was used to select 11 schools and 121 Form Three students. Purposive sampling was used to select 11 teachers. Questionnaire, interview and observation schedules were used to collect data. The data was analysed descriptively using Statistical Package for Social Sciences version 21. Findings revealed that teachers considered students to be at the centre of teaching writing skills. Majority of the respondents felt that the teacher should be designing writing activities. Students felt that teachers should encourage learners to learn by themselves through own efforts to communicate in writing. The study recommends that more time should be allocated to writing skills, learners given adequate opportunities and activities to engage in and regular use of captivating essays among others. These findings are invaluable to teachers, learners, language educators and English curriculum developers in efforts to improve writing skills.