Teachers’ Use of Feedback in Teaching Integrated English and Its Influence on Achievement of Linguistic Skills: A Case of Public Secondary Schools in Bungoma County, Kenya

Dr. Matere Audrey
School of Education and Human Resource Development, Department of Curriculum Instruction and Media
Kisii University, Kenya
Email: audreymatere@kisiiunivesity.ac.ke

Abstract: There have been various strategies used by teachers of English while teaching integrated English approach. The achievement of linguistic skills amongst learners depends on teachers’ strategies of teaching. The aim of this paper was to investigate the teachers’ use of feedback in teaching integrated English and its influence on achievement of linguistic skills among students in public secondary schools in Bungoma County, Kenya. The study utilized descriptive survey research design using mixed methods approach. A sample size of 251 teachers, 371 students and 134 heads of languages department was used. Purposive, Proportionate and simple random sampling techniques were used to obtain the respondents. Data was collected using questionnaires, interviews and observation. The validity of the instrument was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data from the questionnaires was analysed by use of frequencies and percentages. Qualitative data obtained from interviews and classroom observations was analysed thematically and presented in narrations and quotations. The study found out that most teachers did not make use of feedback to learners leading to low achievement of linguistic skills among learners. Thus, challenges students encountered were not addressed. The research recommends that there is need for teachers to use feedback in the teaching integrated English. Use of feedback enables teachers to understand individual challenges facing students thus enhancing acquisition of linguistic skills. The findings of this study will be significant to teachers of English to re-evaluate their teaching strategies that enhances students’ acquisition of linguistic skills.