Empowering Learners to Improve English Language Performance through Group Discussion Strategy in Selected Secondary Schools in Rwanda

Celestin Barungi; Viateur Ndayisaba; Sosthene Ntibanyurwa; Aime Irankunda; Pascasie Nyirahabineza

doi:10.51867/ajernet.5.3.8

Authors

Celestin Barungi
bacele86@gmail.com
University of Rwanda
Viateur Ndayisaba University of Rwanda
Sosthene Ntibanyurwa University of Rwanda https://orcid.org/0009-0006-1246-6133
Aime Irankunda University of Rwanda
Pascasie Nyirahabineza University of Rwanda https://orcid.org/0009-0001-1901-634X

Keywords:

Empowerment, English Language, Group Discussion, Performance

Abstract

This study investigates the impact of the group discussion strategy on English language performance among secondary school students in Rwanda. Recognizing the critical role of English proficiency in academic achievement and future career opportunities, the research addresses the persistent challenges faced by students in mastering the language through traditional teaching methods. The study adopts a descriptive research design using a mixed-methods approach, combining quantitative and qualitative data to assess the effectiveness of group discussions in enhancing students' comprehension, speaking, reading, and writing skills. This study was guided by Vygotsky's Sociocultural Theory. Data were collected through filled questionnaires from students, teachers’ and administrative staff. Results indicate that the group discussion strategy significantly improves students' English language performance by fostering interactive and collaborative learning environments. Students showed increased engagement, motivation, and confidence in using English. The findings suggest that incorporating group discussions into the curriculum can effectively empower learners and enhance English language education in Rwandan secondary schools. The study established that group discussions significantly contribute to improving various language skills among students. The interactive nature of these discussions fosters engagement and participation, leading to heightened confidence and motivation among students. The study recommends integrating structured group discussions into Rwanda's English curriculum, supported by teacher training. It emphasizes creating supportive environments, leveraging technology, promoting peer support, and implementing continuous assessment and feedback. These measures aim to improve English proficiency, enhancing students' academic success and future prospects in a globalized world.

Dimensions

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