Investigating the Causes of Deteriorating Spoken English Skills among Public Secondary Schools Students in Akwa Ibom State

Abstract

This study examined the factors contributing to the decline in spoken English proficiency among public secondary school students in Akwa Ibom State, Nigeria. The research covered the three senatorial districts: Eket, Uyo, and Ikot Ekpene, with two selected schools per district. Data were collected from six teachers and 120 students using structured Likert-scale questionnaires. Statistical analyses, including t-tests and chi-square tests, were employed. The findings revealed that while 55% of students agreed that teachers used interactive methods, 30% remained neutral or disagreed, indicating room for improvement. Native language interference significantly affected spoken English proficiency (χ² = 16.23, p = 0.003), whereas parental influence was not significant (p = 0.078). Teaching aids such as audio-visual materials (70%) and pronunciation guides (65%) were available, but language laboratories were underutilized (60% of schools did not use them). Urban students showed higher proficiency due to better peer interaction (mean: 3.9 vs. 2.5; p = 0.001) and smaller class sizes (mean: 4.1 vs. 3.0; p = 0.004). Confidence issues also affected proficiency, with 75% of students experiencing anxiety when speaking English. The curriculum lacked a strong emphasis on oral communication, with only 50% agreeing it was prioritized. Teachers faced challenges such as large class sizes (60%) and limited training (50%). Intervention strategies, including speaking clubs and audio-visual aids, significantly improved proficiency (p < 0.05). Female students outperformed males (p = 0.026). The study concluded that instructional methods, school environment, linguistic background, and teaching aids played crucial roles in spoken English proficiency.