Abstract or Introduction
The purpose of this study is to investigate the influence of task-based instruction on students' English listening and speaking skills among public secondary schools in Busia sub-county, Kenya. The fundamental objectives were to analyze the influence of group discussions on students' English listening and speaking skills in public secondary schools in Busia sub-county, establish impact of role-play on students' English listening and speaking skills, establish impact of brainstorming on students' English listening and speaking skills, and to lay out the impact of problem-solving on students' English listening and speaking abilities in public secondary schools in Busia sub-County.
The review was directed by hypothesis of Second Language Learning-Language theory. A clear review configuration was utilized to convey the research since it empowered the scientist to choose gatherings who are unique yet explore them at one moment. A pilot study was led to approve the exploration instruments before the examination started. The review utilized two example t-test to lay out the unwavering quality of the exploration instruments, which had an importance level of 0.05. The review populace was 2,315 respondents out of which an example size of 175 respondents were gotten basing on Yamane (1967). Information was gathered by the utilization of surveys and interview. Information was dissected utilizing unmistakable insights like frequencies, rates and means. Quantitative information was summed up to evaluate the strength of the connection between the factors.
- Quote paper
- Dennis Wakasiaka (Author), 2023, The Influence of a Task-Based Approach on Students' English Listening and Speaking Skills in Public Secondary Schools in Busia Sub-County, Kenya, Munich, GRIN Verlag, https://www.grin.com/document/1379450
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