Article Sidebar
Published:
Nov 21, 2024Keywords:
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
(i) AJER is an open-access journal. This means that all content is freely available to all. The author retains the copyrights associated with their work within AJER’s policy framework.
(ii) All articles can be accessed freely without any limitations of use, distribution, and reproduction in any medium so long as they are expressly cited.
(iii) The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, may not mean that these names are not protected by the relevant laws and regulations in their respective countries.
(iv) The publisher believes that all information is true and accurate at the time of going to press. In this regard, the authors, editors, and publishers cannot accept any legal responsibility for any errors, typos or omissions that may be made. There is thus no warranty for the materials contained in the articles.
Main Article Content
Developing University Students’ English Speaking Skills: Assessing Hindrances in the Educational Environment of Higher Learning Institutions in Rwanda
Jean de Dieu Amini Ngabonziza
Abstract
The study explored the hindrances associated with the educational environment of undergraduates' English-speaking development at one higher learning institution in Rwanda. This study selected the University of Technology and Arts of Byumba (UTAB). It aims to identify specific barriers in the educational environment that inhibit speaking skill development and to propose actionable recommendations. This study adopted a parallel mixed research approach. The sample consisted of 197 students drawn from a population of 850 undergraduate students in Level One across three faculties at UTAB, enrolled in the 2022-2023 academic year. Data were collected using questionnaires and classroom observations and analyzed using descriptive statistical tables and texts. The outcomes of this research revealed inefficient access to language resources, inappropriate teaching methods, and limited interactive speaking opportunities, all of which significantly hinder undergraduates’ speaking development. By highlighting these gaps, the researchers proposed teacher training programs, enhanced language resources, and increased opportunities for students to practice speaking in authentic contexts as potential interventions. Recommendations to policymakers and educators included providing a more supportive learning environment that promotes speaking skills development through an interactive learning atmosphere, which is a key factor in undergraduates' speaking development. The implications of this study extend beyond UTAB, offering insights for other higher education institutions facing similar challenges in English language education.
