extensive reading and its influence on language skills among learners of english language in secondary schools in kenya

Abstract

Extensive reading is a multifaceted process involving word recognition, comprehension, fluency, and meaning. It requires that one identifies, coordinates, constructs and makes meaning out of print. The Kenyan education system recognizes extensive reading as an opportunity for learners to explore their interests, gather information, improve their knowledge of English language and gain competence in language skills. The purpose of this study was to investigate extensive reading and its influence on language skills among learners of English Language in secondary schools in Kenya. The objectives of the study were: To find out the influence of extensive reading programmes in secondary schools on learners’ language skills, to determine the kinds of reading materials that influence learners’ language skills, to establish the types of extensive reading activities that influence learners’ language skills, to establish the challenges that learners face and to identify possible solutions to the challenges. The variables of the study included; extensive reading as the independent variable and language skills as dependent variables. The study adopted Piaget’s theory of psychological constructivism which states that learning is an activity of knowledge construction by the individual learner. The researcher adopted the relativist-interpretivist philosophical paradigm, hence used the qualitative research approach. The target population comprised learners and teachers of English language in secondary schools in Uasin Gishu County. The instruments of data collection were interviews schedules, tests and focus group discussions. Purposive sampling techniques were used. The study findings revealed that students hardly read extensively, due to the challenges encountered, schools lacked organized extensive reading programmes and activities and also lacked reading materials of interest to learners. It was concluded that drills were the main source of language input to learners. The study recommended that: the Ministry of Education should come up with policies that promote extensively reading in schools and sensitize teachers on its importance through seminars and workshops.