The Influence of Extensive Reading Programs on Learners’ Language Skills in Language Classrooms in Kenya

Abstract

This study investigated the influence of extensive reading programs on learners’ language skills in language classrooms in Kenya. It discussed the kinds of reading programs and how they influence the learners’ language skills. The target population was the teachers and learners of English language in secondary schools in Uasin Gishu County, Kenya. Convenient random sampling was used to select four secondary schools in Eldoret Municipality to contribute towards the study by giving information through language tests, Focus group discussions (FGD) and interview schedules. All the students in the four sampled secondary schools participated in language tests. Simple random sampling was used to select 12 students from each sampled school to participate in focus group discussions and one teacher per school to participate in the interview schedule. Instruments of data collection were tests, focus group discussions and interview schedules. Descriptive techniques such as narration were used in the analysis of the data collected. The researcher concluded that secondary schools in Kenya did not have defined reading programs. All they had were irregular and haphazard reading schedules. She recommended that well designed reading programs should be implemented in secondary schools in Kenya and teachers should be exposed to research based knowledge on reading programs through seminars and workshops.