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The Role of Play-Based Methods to Improve Students’ English Language Skills in Secondary Schools in Gasabo District, Rwanda
Ntibanyurwa Sosthene
Pascasie Nyirahabineza
Abstract
In some Rwandan schools, play-based methods are being used to improve students’ English language skills. In G. S. Gikumba, language teachers have started using play-based methods to improve students' English language skills. The current study entitled “The role of play-based methods to improve students’ English language skills in secondary schools in Gasabo District, Rwanda” was chosen in this context. The socio-cultural theory of play-based methods was used to guide this study. A descriptive research design was used with a sample of 8 English teachers from G. S. Gikumba. Data was collected using questionnaires. Targeted population was 8 English teachers from G. S. Gikumba. Purposive sampling was employed in this study. Descriptive analyses indicate that 100% of the respondents have a positive attitude towards play-based methods. The findings show that English teachers use play-based methods in teaching English, which helps to improve students' English language skills. The results of the study confirm the teachers' positive attitude towards play-based methods to improve students' English language skills. According to the research, the Rwanda Education Board should train English teachers and continue to update the existing English teachers on new strategies of using play-based methods to improve students’ English language skills.
