Promoting acquisition of english language among pupils through the lens of active learning

Abstract

The study focused on promoting acquisition of English language among pupils through the lens of active participation. The study was guided by three objectives: i To determine the extent to which the use of group discussions influence pupils’ acquisition of the English Language, ii To establish whether the use of peer tutoring strategy influence pupils’ acquisition of the English Language and iii)To establish whether the use of dramatization strategy influence pupils’ acquisition of the English language. The study was based on Visible Learning Theory by Hattie. The study used cross sectional design and Purposive sampling was used to select a total of 341 respondents from a target population of 1038.This translated into sample size of 23 directors, 54 teachers and 264 pupils who participated in the study. Data collection was by means of questionnaires and focus group discussions and data was analyzed using SPSS program. The study established that Group discussions, group assignments, and composition reading improved pupils’ acquisition of the English language while dramatization and peer tutoring negatively influenced the acquisition of the English language. The study concluded that a variety of active learning strategies promoted acquisition of English language among learners and teachers were encouraged to use different modes in teaching English language. The study recommended professional development courses for teachers, such as in- service courses, workshops and seminars and Library services to be enhanced in schools.