Survey of Factors Affecting English-Speaking Skills of Grade 9 Students in Day Schools of Gisagara District, Rwanda

Ildephonse Nzamurambaho & Lubna Ali Muhammed
Lincoln University College, Malaysia
Email: inzamurambaho@gmail.com

Abstract: This study examines factors influencing English-speaking skills among Grade 9 students in Gisagara District, Rwanda, using a quantitative approach. The study adopted descriptive research design. To achieve this goal, a quantitative research design was utilized, with a target population of 3577 students and a sample size of 361 respondents determined using Yamane’s formula. Questionnaires were used to gather data. The collected data was carefully edited and analyzed using SPSS version 21. The results revealed linguistic factors like exposure to English and pronunciation clarity are crucial for fluency. Affective factors such as confidence and motivation strongly influence students’ willingness to engage in English-speaking activities. Pearson correlation analysis shows significant associations: cognitive factors correlate with linguistic. Besides, findings also revealed that there is a significant and positive correlation between and all factors and English-Speaking Skills (r=0.811**, p=0.000). These findings highlight the importance of cognitive abilities in shaping linguistic and affective aspects of language learning, and emphasize the critical role of linguistic proficiency and positive affective states in enhancing English speaking proficiency among Grade 9 students. Recommendations include implementing targeted pronunciation instruction, increasing language exposure opportunities, and integrating social-emotional learning programs to foster a supportive environment conducive to language learning and proficiency development.