Date of Award
12-2014
Document Type
Dissertation
Degree Name
Master of Education (MEd)
First Supervisor/Advisor
ANJELINA BIJURA
Department
Institute for Educational Development, East Africa
Abstract
Active participation of the learner in the English language class is the foundation
upon which the learning of the language takes place. This is because learners‟ scholastic
accomplishment may be greatly affected by their active engagement in class as they interact
among themselves, with teachers and with instructional resources. Children learn best when
they participate enthusiastically in the classroom so as to communicate more effectively and
enhance critical thinking. Therefore, teachers should promote strategies that reinforce
learning capacities to be more interactive to inculcate skills for life-long learning.
This study sought to explore the role of the learner in the ESL classroom in a rural
public primary school in Vihiga County, Kenya. It utilised a qualitative case study approach
focusing on class six pupils and their teachers. Data was gathered using multiple methods that
comprised of; document analysis, classroom lesson observation, focused group discussions
and a one-on-one interview with the teacher.
Findings from the study indicated that pupils in that school were not sufficiently
enabled to actively participate in the classroom because the teacher dominated classroom talk
while the learners listened passively. Moreover, learners were rarely engaged in collaborative
learning activities that would have enhanced their utilisation of the English language and
encouraged self-regulated learning activities. The teacher‟s use of the old transmission
methods of teaching instead of being a facilitator as proposed in student-centred learning, was
the main challenge to the learners playing their role effectively in the ESL classroom.
The study, therefore, recommends that since teacher-centred methods have proved
less effective than student-centred methods then educational stakeholders should make it
imperative that teachers act as facilitators in the ESL classroom. In addition, there is need to
ascertain the competence and preparedness of teachers who teach English at the primary
school level. Finally, further research, based on a larger sample, should be undertaken on the
role of the learner in the ESL classroom, especially considering the important role that
English plays in Kenya
Recommended Citation
ESIKUMO, J. A. (2014). An exploration of the role of the learner in the english as a second language classroom. A case study of a rural public primary school in vihiga county, kenya (Unpublished master's dissertation). Aga Khan University, East Africa.
