ASTUDY OF THE IMPACT OF ENGLISH SPEAKING ON THE PERFORMANCE OF ENGLISH LANGUAGE IN SELECTED SECONDARY SCHOOLS IN ALEBTONG DISTRICT

ASTUDY OF THE IMPACT OF ENGLISH SPEAKING ON THE PERFORMANCE OF ENGLISH LANGUAGE IN SELECTED SECONDARY SCHOOLS IN ALEBTONG DISTRICT BY OKENG MORRIS WILBERFORCE 22/U/0667/EES/PS 2001102381 A RESEARCH REPORT SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF A BACHELOR DEGREE OF EDUCATION OF UMCAT SCHOOL OF JOURNALISM AND MASS COMMUNICATION. SUPERVISOR MR. KAVUMA JOHN PAUL (JULY 2015) DECLARATION i OKENG MORRIS WILBERFORCE, declare that this work is my original and it has never been submitted for any kind of award be it certificate, Diploma or Degree in any University or institution of learning. i APPROVAL This is to certify that the following research report by OKENG MORRIS WILBERFORCE carried out under the title THE IMPACT OF ENGLIS SPEAKING ON THE PERFOMANCE OF ENGLISH LANGUAGE IN SELECTED SECONDARY SCHOOLS IN ALEBTONG DISTRICT has been under my supervision and is now ready for submission to the under graduate Degree and research of distance and external studies, Lira University with my approval ii DEDICATION I dedicate this work to my dearest mother IMAT JOYCE AYO who against all odds relentlessly encouraged me to peruse the quest for the golden fleece through Education. This work is a fruit of her unfathomable knowledge, wisdom and understanding. may God grant you more years to enjoy the sweet fruits of Educating me. iii Table of Contents CHAPTER ONE INTRODUCTION…………………………………………………………………. 1 1.1 Background…………………………………………………………………………. 1 1.2 Statement of the problem………………………………………………………… 1 1.3 Research Questions ……………………………………………………………….2 1.4 Aim and objectives of the study…………………………………………………2 1.5 Significance of the study …………………………………………………………2 1.6 Scope and limitation of the study………………………………………………3 1. 7 Limitations of study ……………………………………………………………..3 CHAPTER 2……………………………………………………………………………….4 LITERATURE REVIEW…………………………………………………………………4 2.1. English as Medium of Instruction….………………………………………….6 2.2. Communication Apprehension………………………………………………..7 2.3. Fear of Negative Evaluation…………………………………………………….7 2.4. Language Learning Strategies……………………….…………………………7 2.5. Reasons of Flaw in English Language Learning……………………………8 2.6. Rationale and Need……………………………………………………………….9 CHAPTER 3………………………………………………………………………………11 Methodology……………………………………………………………………………..11 Methodology used in research:……………………………………………………..11 3.1. Research Design…………………………………………………………………11 3.2. Population………………………………………………………………………… 12 3.3. Sampling………………………………………………………………………….. 12 Sampling Process……………………………………………………………………..12 3.4. Instrument……………………………………………………………………….12 3.5. Data Collection…………………………………………………………………. 13 3.6. Data Analysis…………………………………………………………………… 13 CHAPTER 4…………………………………………………………………………… 14 Data Analysis and Interpretation……………………………………………….. 14 Table 4.1: Responses of Students about Language Preferences ………..15 Table 4.2: Responses of Students about Role of English…………………..15 iv Table 4.3: Responses of Students about Variety …………………………… 16 Table 4.4: Responses of Students about Language problems …………………16 Table 4.5: Responses about Personal Competency in English…………………..17 Table 4.6: Responses of respondents about English language problems ……18 Table 4.7: Responses of Students about Language speaking…………………….19 CHAPTER 5…………………………………………………………………………………..20 SUMMARY, FINDINGS CONCLUSION AND RECOMMENDATIONS…………….20 5.1. Summary……………………………………………………………………………….20 5.2. Findings…………………………………………………………………………………21 5.3. Conclusion……………………………………………………………………………..22 5.4. Recommendations…………………………………………………………………….23 v CHAPTER ONE INTRODUCTION 1.1 Background Uganda uses English as its official language. English is the language used in courts of law, in national Examination, mass media as a medium of instruction and it is taught as a subject in upper primary and lower secondary. In the absence of a national language in Uganda, English and various local languages are used for socialization purposes. The speaking of English language in secondary schools was introduced as response to the low level of proficiency in listening, speaking, reading writing and comprehension. It was hoped that the speaking of English would enable its learners realize their full potentials in communication, synthesizing and interpretation. The speaking of English is expected to provide children in lower secondary with opportunity to practice and develop competences necessary in the learning of other sub-skills. 1.2 Statement of the problem English speaking in schools seemed to have been received with mixed feelings in Alebtong District. This was evidenced in the way it was being implemented. Some schools were implementing the speaking of English, some were encouraging the use of Leb Lango and Kishwahili and others were not implementing it all. This left one wondering why? 1 There is no doubt that Government and Private secondary school students in some selected schools in Alebtong District are faced with the problem of Mother tongue interference in spoken English (English language). The oral aspect of English language is the main focus of this research. The influence of the home background on the students' and pronunciation of English words is also a problem. Consequently, there is a need to conduct a research work on the impact of English speaking on the performance of English Language in selected Secondary School in Alebtong District to determine their causes and effects. 1.3 Research Questions Base on the purpose of this Study, the following questions are raised to the study. How does English speaking impact the students’ performance of English language? What are the influences of English speaking on the students’ performance in English Language? 1.4 Aim and objectives of the study The general purpose of this study is to examine the impact of English speaking on the performance of English language in selected secondary school in Alebtong District. Specifically, the purpose of this study is to determine; The impact of English speaking on students’ performance of English language in Alebtong District. The influences of English speaking on the students’ performance in English Language. The oral communication influence on spoken English language and the performance. 1.5 Significance of the study This study would help individuals and groups of people, or learner - users of English language in Alebtong District to identify the phonological and speech problems they encounter while learning the second language. This study would create awareness in some secondary school learner - users of English language to be conscious of the way they speak English and how they pronounce words and construct sentences in English language. It would enable them to correct and subdue negative influences of their mother tongue on their Spoken English. 2 1.6 Scope and limitation of the study For the purpose of attaining the objectives of these findings the study covered some selected Secondary Schools in Alebtong District as a case study on the impact of English speaking on the performance of English language. 1. 7 Limitations of study Limitation: This study was limited to Government Secondary Schools in Alebtong District. Time Constraint- The researcher will simultaneously engaged in this study with other academic work. This consequently cut down on the time devoted for the research work. 3 CHAPTER 2 LITERATURE REVIEW In a broader perspective, Tollefson (358) informs us of the pioneers of language policyanf language planning (L.PL.P) in remarkable series of influential publications which were between 1966 and 1974. Such scholars are but not restricted to Haugen (7,8,9) Fisherman (10,11) and Jernudel(12). The major concern of that group were the many social, economic and political problems of developing nation. Uganda inclusive, these scholars argued that language decision were at the core of the social (education inclusive) Political and economic challenges facing newly created states in South Asia. South East Asia and Africa. So their arguments included educational language policies as well. Education language policies can be properly understood when related to the philosophy and ideology held by the political system and the policies in regards to society (13). The decision made about issues such as, which language to use in basic education, when and how to teach the vernacular, how to manage multilingual classroom and what type of curriculum materials to be adapted are dedicated by the ideology of political system. At the level of the classroom and school environment the practices are surrounded and underpinned by a set of belief and attitudes about language and language use. Education language policies are therefore directly or indirectly interwoven into politics and grounded into ideology and power structure of the nation and the society at large. 4 Historically Uganda in no diferent from other African States which were under British colonial rule. The position of English goes back to the fact that in 1894, the |British Government took over rule of the area from thr chartered East African Company to proclaim a British protectorate. After Uganda was proclaimed a British protectorate, an agreement was signed with kingdoms of Buganda in 1900 to demarcate the land in the protectorate. The special status of luganda, the mother tongue of the Baganda who collaborated with the British, has its root in the agreement in which special status was accorded to ganda practices Krashen (1981), notes as cited in Chohan, M. and Rana, M. that Language is regarded as a crucial tool for communication. Specially, different types of communicating resources are important in target language for learning it. It requires an important communication source in the target language in which speaker’s communication is not correlated to the speech but is related to the understanding of communication message and visions. According to UNESCO (2012), Language is a verbal action for humans and it is known as expressiveness of human beings. Language has the elementary importance because people make their own languages that have long life outcomes (as cited in Chohan, M. & Rana, and M). Ashraf and Tsegy (2016), states that Different Civilizations make association by communications, and linguistic here is used as a superior mode of communication between people and better compassions of each other’s culture. The enlargement of English as a foremost universal language is affecting many other languages and states. English as an additional or extraneous language has governed numerous realms in their education structure and civic services. Islam, et al., (2015), cites that the language used in teaching is known as medium of instruction. It aids to improve the amount of experience and aptitude for communication of the learners. Most Often L1 is used as an inspiring tool to teach and communicate in any country (Alemi, 2011). In the past and now-a-days Uganda, like many other countries, is also a bilingual country. English as official language, there are further languages that are used at academic levels of the country. All official communication is done in English at educational institutes, banks, courts, industries etc. So importance of English language can never be deprived of in the country 5 Alemi, et al., (2011), describes that by facilitating the students to speak English language and improve a will to use the foreign language in and outside the classroom, the focus of language teaching is mainly on merely verbal and structural competence to correct communication. Basing on such a background, the history of Uganda education language policies has been categorized into four distinct areas. (i) the colonial period 1894 – 1962, (2) the post World war II period 1946 – 1961, (3) the post colonial period 1963 – 1988 and (4) the present policy 1989 – to date. It is important to note that despite these aforementioned categories, there have not been new policies but rather statements of existing practices which are largely a heritage of early missionary activities. 2.1. English as Medium of Instruction Wachter and Maiworm (2008), there is a progressively increasing probability that English can be assumed as a medium of instruction in many educational backgrounds, even though the majority of inhabitants speaks the homegrown language. Learning English has become the terrible necessity of the learners in various countries of the world exclusively where the medium of instructions in educational setting is English like Uganda. According to Da-Fu Huang (2015), investigated that goal of European need to develop their nation they acquaint with new teaching methodology “content and language integrated learning” (CLIL) which will be obliging in future for their citizen (Coyle: 2002; Darn; 2006). 6 Another method CLIL introduced was “English Medium Instruction” (EMI) which is more accurate to promote business communication and academic interchange in global world (Alonso, et al 2008, Lorean; 2009, Zabore; 2008). Ahmed, et al. (2017), states the growing demand for communication on international level has produced English language the status of language of communication. Negative aspects of English-medium instruction in African countries have chiefly centered on ineffective delivery of course content and less evidence of English improvement (e.g., Akar, 2010; Bang, 2007; Chang, 2010; Cho, 2012; Hou, 2011; Hou et al., 2013; Jensen & Johannesson, 1995; Kahng, 1999; Manakul, 2007; Manh, 2012; Oh & Lee, 2010; Tsuneyoshi, 2005). Lindsay (2012), investigated the effectiveness of English as a medium of instruction which focus on United Arab Emirates (UAE). English language is not important for a student as compare to their native language. Every nation has their own native language and they want to promote it in the whole world (as cited in Bilal & Elhami; 2013). There has been a shortage of logical scrutiny, argument and negotiation regarding the necessity for English in Uganda. With the national literacy level being low, when children learn foreign languages finest and thoughts of an optimistic future with English for their children frequently influence the usual person’s thinking and expressed wish for the teaching-learning of English from early grades (Shamim;2011). 2.1. Communication Apprehension According to McCroskey (1977), Communication apprehension (CA) is defined as a "distinct level of fear or anxiety related with either actual or anticipated communication with other individual or individuals" (as cited in Taylor). The degree of bashfulness, or range of situations that affects, varies greatly from person to person and can be the causing factor. 2.3. Fear of Negative Evaluation The fear of negative evaluation (FNE) is reflected to be a massive reason as to why English speaking affects the performance of English language. It is correlated to the horror of being assessed disapprovingly when joining in a societal site, it is well-defined as a morally sensitive response to this sort of social situation. 2.4. Language Learning Strategies 7 Souriyavongsa, et al., (2013) investigates that the use of approach for language learning is the methods that enables the students to enhance their learning activities. Abedini, Rahimi, & Zare-ee (2011) and Ratana (2007) identifies learning schemes are approaches that learners use to improve and succeed their own learning, and it is important for language learning because they are valued tools that can stand-in learner self-sufficiency in language learning. Strategy plays a basic role as a factor that influence the English language learning to get achievement (Ikeda & Takeuchi, 2006). Tragant, Thompson, & Vicrori (2013) suggested strategies which are characterized into six strategy types: 1) Commemoration strategies for terminology learning; 2) Intellectual strategies for manuscript knowledge and manufacturing; 3) Reward strategies to overcome deficiency of awareness; 4) Metacognitive tactics for adaptable learning procedures; 5) Actual strategies for the administration of feeling; and 6) Communal strategies involving collaboration with others (P. 2, as cited in Souriyavongsa; 2013). 2.5. Reasons of Flaw in English Language Learning Horwitz (2001), Most of the researchers have identified that one-third of the second language learners experiences at least a modest level of remote language anxiety and it has a wide range of possible negative effects on language education and academic success of the students (as cited in Luo). Normazidah, Koo, & Hazita (2012); Trawiński (2005), presented the impact of English speaking to have deprived performance in English language learning as following and so becomes the reason of English language anxiety (As cited in Souriyavongsa, et al., 2013):- English is considered as a hard subject to learn. Students’ learning be subject to the English educators as specialists. 8 The shortage of upkeep to use English in the family environment and in the community. Learners have deficient or missing of disclosure to the language as there is an inadequate chance to use English outdoor. Learners have a limited vocabulary and expertise as well as English reading resources are not at all times presented. Learners have a disinclination and lack of enthusiasm to learn English as they do not see the gradual requirement to use the language. The negative approach on the road to the target language. 2.6. Rationale and Need Makombe (2015), describes that it involves having a certain language for encouraging the interests of the cluster of people that speaks the targeted language. The query that ascends and wanted to be responded to is whose interests does the developing countries serve by using European language i.e. English, English supporters claim that a wide number of collected works and technical terms are in English. It’s a point that English has become a global language for studies, business and communication internationally. In a research as cited in Makombe (2015), on the training and hiring of teachers in European universities O’ Dowd (2015) states that the use of English as medium of instruction (MOI) for teaching have many pluses. On one hand, it promotes globalization of learning institutions throughout the world, enabling learners to study programs and on the other it enhances the self-sustainability of local students. There are large numbers of causes for learning the English. A few of them are: Educational Achievement Forthcoming Education Chances Self-Development; and Being pushed to learn by their maternities 9 But a student cannot learn until he/she is self-motivated. Internal and mental preparation and readiness is necessary to overcome the both internal and external hurdles to improve language proficiency. If there is no will to work, the learning will fade (Allen; 2010). It is clear that anxiety, attitudes and motivation have an important part in second language attainment. But self-perception, beliefs, feelings and conducts concerned with classroom language learning also depend on the exclusivity of the language learning process (Jaina, & Sidhu; 2013). Yang (2014), concluded that the research on students’ perceptions and response towards EMI methodology shows different results. Some researchers’ testified students’ positive responses to EMI approach while others exposed the negative response to EMI approach. The results varied depending on the structures of students in EMI courses: students’ English proficiency level, student year, the ethnicity of EMI professor, students major, the earlier experience of staying in an English-speaking country, the degree of student’s native language use as an additional medium of instruction, and so on. 10 CHAPTER 3 Methodology The study has been carefully tailored to investigate the research questions (see Chapter 1). The research questions have been constructed to discover the impact of English speaking on the performance of English Language and their perceptions related to it. In order to explore these research issues, appropriate methods were thoughtfully selected for analysis of the data. This research was quantitative type of research approach. This method was selected to clearly define the data in numeric terms indicating the strong results. Methodology used in research: Methodology Quantitative Approach Questionnaire Figure 3.1 3.1. Research Design As previously explained, the researcher undertook quantitative method approach to collect the data while the research was descriptive in nature and questionnaire was employed to investigate the impact of English speaking and its impact on academic performance 11 The researcher have selected quantitative data approach because Vogt sky (1999) describes this research design is a process of monitoring and analyzing the variables in an unbiased fashion which appeared to be completely legal. 3.2. Population As it is a case study, the population of the study was the students enrolled at some selected secondary schools in Alebtong District who participated in the study. 3.3. Sampling The sample for the research was both Male and female students, teachrs and parents from different selected secondary schools in Alebtong District. The convenient sampling technique was used to select participants for research on this topic. The 30 participants were selected from different aspects. Sampling Process Selected secondary schools. Students Teachers parents Semi candidates Parents Candidates Total Sample = 90 Students Figure 3.2 3.4. Instrument 12 To achieve the purpose of the study a self-made questionnaire was used to collect the data. Although a questionnaire can have closed or open questions, this study has used only closed questions and a Likert scale. The conceptual framework of questionnaire is explained in figure 3.3. Figure 3.3 3.5. Data Collection The researcher personally collected the data with the help of questionnaire based on Likert scale close ended questions from the sample of 90 participants from three different respondent’s i.e Students, teachers and parents. Each respondent is provided with a separate form to fill in for the data collection purpose. There were five option strongly agree/ agree / undecided / disagree and strongly disagree given in the questionnaire. 3.6. Data Analysis The analysis of the data and the interpretation of the scores and results would be done in the form of descriptive statistics. 13 CHAPTER 4 Data Analysis and Interpretation As discussed previously, the questionnaires were used to collect data about the opinions and perceptions of participants about the impact of English speaking and performance in English language as medium of instruction. For data analysis, the researcher used descriptive statistics SPSS Version 20 which is the most widely used statistical software to analyze the data. The research was based on descriptive statistics which are numbers used to describe a larger body of numbers. The frequency, percentage and mean were used in descriptive statistics. Data Analysis Figure 4.1 The collected data is presented in the tabulated form. The interpretation and analysis of the data is given at the end of each table. Question response scale: 1= Strongly Agree; 2 = Agree; 3 =Undecided; 4= Disagree; and 5= Strongly Disagree. 14 Table 4.1: Responses of Students about Language Preferences Statements S.A f Per % A f Per % UN f Per % D f Per % S.D f Per % Mean You mostly use mother tongue for communication with your class fellows. 54 60.0% 30 33.3% 0 0% 3 3.3% 3 3.3% 1.56 Local Language is mostly used for communication outside the classroom. 55 61.1% 28 31.1% 1 1.1% 6 6.7% 0 0% 1.53 Mother tongue should be used for social interaction by students in Secondary School. 28 31.1% 44 48.9% 0 0% 14 15.6% 4 4.4% 2.13 Table 4.1 shows that a dominant majority of participants of 60 percent have strongly agreed that their communication language is their mother tongue or L1 during interaction of inside and outside the classroom environment. Dominant majority of students have admitted that they use local language with their fellows. In the item # 10 a majority of 48.9% agreed and 31% participants have strongly agreed to use and prefer mother tongue for interaction and communication at higher level. Table 4.2: Responses of Students about Role of English Statements S.A f Per % A f Per % UN f Per % D F Per % S.D f Per % Mean English language is essential for Higher Education. 48 53.3% 30 33.3% 1 1.1% 10 11.1% 1 1.1% 1.73 You need English to improve social status. 41 45.6% 32 35.6% 0 0% 15 16.7% 2 2.2% 1.94 English is required for satisfactory employment. 33 36.7% 40 44.4% 0 0% 13 14.4% 4 4.4% 2.05 15 A dominant majority of respondents strongly agreed on the point that English language is important and compulsory for higher standard of education at higher level. 45% strongly and 35% agreed that English is essential for social interaction and for the improvement of status in the society. Majority of the students have accepted English is a means for improving performance and getting adequate job . The mean of item no 8th statement is 2.05 which shows positive responses of the students about the need of English language as a source of attaining good job. Table 4.3: Responses of Students about Variety in English speaking in Uganda Statements S.A f Per % A f Per % UN f Per % D F Per % S.D f Per % Mean There are different varieties of English which are used in Uganda 31 34.4% 32 35.6% 0 0% 27 30.0% 0 0% 2.25 34% and 35% students have replied strongly agreed and agreed about variety of English used in Uganda. While 30% have answered as disagree about variety of English in Ugandan Secondary Schools. None of the students have strongly disagreed which is a proof that there are varieties of English being used currently in Ugandan educational context. Statements S.A f Per % A f Per % UN f Per % D F Per % S.D f Per % Mean The different spellings of same words confuse you. 21 23.3% 42 46.7% 2 2.2% 19 21.1% 6 6.7% 2.41 The pronunciation of different types of English puzzles you. 22 24.4% 43 47.8% 0 0% 23 25.6% 1 1.1% 2.54 Table 4.4: Responses of Students about Language problems from varieties of English 16 Partial of the total sample have accepted that different spellings of the same words confuses them while 21% disagreed this statement. Sufficient number of students, 47.7% agree and 24.4% strongly agree that they are having pronunciation problems regarding variety of English. Minimum number of students 25.6% disagrees and only 1% strongly disagreed from having pronunciation problems regarding variety of English. Table 4.5: Responses about Personal Competency in English Statements S.A f Per % A f Per % UN f Per % D f Per % S.D f Per % Mean You have enough knowledge about English grammar. 17 18.9% 46 51.1% 0 0% 27 30.0% 0 0% 2.41 You know the sentence structure of English grammar. 25 27.8% 46 51.1% 2 2.2% 14 15.6% 3 3.3% 2.15 I don’t have enough knowledge of English grammar. 20 22.2% 33 36.7% 7 7.8% 19 21.1% 10 11.1% 2.61 17 Majority of respondents have agreed that they have enough knowledge of English grammar but only 18% have strongly agreed from them. Dominant majority of the participants replied that they know the sentence structure of English language while only 15% disagreed to the statement. 18% of respondents who disagreed to the item no 11 including some more in them with 22% strongly agreed on not to have enough knowledge regarding English grammar Table 4.6: Responses of respondents about English language problems Statements S.A f Per % A f Per % UN f Per % D F Per % S.D f Per % Mean You face language problems regarding English as a medium of instruction. 13 14.4% 52 57.8% 7 7.8% 15 16.7% 2 2.2% 2.43 You have difficulty to comprehend teacher’s lesson in English. 14 15.6% 38 42.2% 2 2.2% 30 33.3% 6 6.7% 2.73 You hesitate to speak English in classroom. 21 23.3% 37 41.1% 1 1.1% 21 23.3% 10 11.1% 2.57 You get confused while reading a text or other materials in English. 16 17.8% 20 22.2% 6 6.7% 33 36.7% 15 16.7% 3.12 Dominant majority of respondents admitted that they face problems related to English medium of instruction. Only few respondents denied facing problems in English medium of instruction. There are a prevailing number of respondents who replied that they are having difficulty to grasp teacher’s lecture in English while some also disagree to this. A large number of participants with 41% agreed and 23% strongly agreed to hesitate to speak English in classroom. There is a sufficient number of students having 36.7 percent disagreed to get confused while reading a text or other materials in English. Minimum respondents 22.2% and 17.8% accepted to suffer from confusion while reading a text or other materials in English. 18 Table 4.7: Responses of Students about Language speaking Statements S.A f Per% A f Per% UN f Per % D f Per % S.D f Per % Mean I always feel that my classmates speak better English than me. 23 25.6% 34 37.8% 2 2.2% 23 25.65% 8 8.9% 2.54 I feel shy while speaking English in front of other students. 19 21.1% 34 37.8% 2 2.2% 31 34.4% 4 4.4% 2.63 I am afraid that my classmates will laugh at me when I speak English. 13 14.4% 28 31.1% 10 11.1% 25 27.8% 14 15.6% 2.98 Dominant majority of students 25.6% and 37.8% feels that their classmates speak better English than them. 34.4% of the sample disagreed to feel shy while speaking English in front of other students but 21.1% students strongly agreed to feel the same. The responses on item no 18 of the questionnaire were mixed approximately same percent of students strongly agreed and strongly disagreed and disagree and agreed on the fear of laughing of their classmates on them if they will speak English. 19 CHAPTER 5 SUMMARY, FINDINGS CONCLUSION AND RECOMMENDATIONS This chapter contains four sections namely, summary, findings, conclusion and recommendations. 5.1. Summary Language is a most important tool of communication; education is a major process of learning, all-round development of the individual and for attainment of aims of the society. So the system and process of education depends largely on the language or the medium of instruction for the learning and development of new generation. That’s why language plays a crucial role in education. The purpose of this study was first to examine the impact of english speaking on students’ performance and second explore students’ perceptions related to difficulty in communication in English. Rathore and Pancholi (2013), elaborates that Present students suffer from several types of impact in English speaking such as anxiety related with exam, accomplishment of the course, enactment in the class, peer pressure, parent pressure, teacher pressure. Some impacts are good as it provokes the students to do well but others cause disproportion and affect students’ performance negatively. The data were collected using a questionnaire based on close ended questions of Likert scale from three categories of respondent’s i.e Students, teachers and Parents. Descriptive statistics method was administered through SPSS version 20 for data analysis. The results indicate that students did have confusion and other factors that impact English speaking and student’s performance. The results also indicate that a high percentage of participants prefers mother tongue as MOI. Thus the teachers need to be aware of learner’s difficulties in the language learning environment and strive to prepare activities and materials that are interesting and thought-provoking for students for the improvement in their English language acquisition. 20 5.2. Findings The data is organized into four sections for unfolding findings. In the first section, the researcher analyze students’ preference for English and/or mother tongue as medium of instruction. . In the second section, students’ views on the impact and importance of English Speaking and proficiency in English was examined. In the third, the study considers students’ ability and readiness to study in English. Finally, it explores students’ ability to interact in English in the classroom. Figure 5.1 The findings according to the figure 5.1 about students response scale determine that: A high majority of the participants prefer mother tongue as a medium of instruction whereas only a less number of the students deny it. 21 Dominant majority of the students gives importance to English language and view it as a source of improvement in academic performance, social status and for the attainment of satisfactory job for future. High majority of students replied that they have enough knowledge about English grammar but less sufficient number of the participants shown that they do not know much of the same. A dominant majority of the participants accepted that they are having language problems with English language and medium of instruction (MOI). Less majority of students disagreed but some accepted that they are suffering from confusion and fear of being hilarious from their fellows if they will speak English. 5.3. Conclusion Even though the prevailing research has delivered a valued vision into English Speaking from various perspectives, the phenomenon, because of its complex nature requires more investigation from different aspects and approaches. This research, conducted with the help of a questionnaire, was an attempt to capture the true nature of the phenomenon from different perception. The evidence of this study clearly indicates that: EMI is accepted as compulsory in Ugandan |Secondary Schools especially in Alebtong District and the students have accepted its importance. The perceptions support the view that English is a necessity for the improvement in academic performance, society and social status in the society. Most of the students give preference to English language for their goal of attaining satisfactory academic results and jobs in the future. Main source of communication inside the classroom and in external environment is the mother-tongue, of the dominant majority. Some Secondary Schools in Alebtong District are using different variety of English as medium of instruction. 22 Majority of the students prefer mother tongue for social interaction and instruction at higher level. Utmost of the learners experience language learning difficulties in secondary schools because of English medium of instruction and stay under pressure throughout their school time. Many students suffer many language problems, for instance, insufficient vocabulary in English which is obligatory for suitable spoken and transcribed expression. Grammatical knowledge deficiency was denied and respondents replied that they have enough knowledge regarding English manuscript and sentence structure. There is confusion about varieties of spelling and pronunciation of words of English language in the students. No fear but shyness and many other aspects i.e. pronunciation, vocabulary and confusion etc. are maybe considered impact of English speaking and can have negative effects on all aspects of the students. Thus, the research discusses the impact of English speaking and its effect on academic. Thirdly it throws light onto the students language preferences, competencies and opinions related to the importance of English speaking as a medium of instruction and tool for internationalized communication. The result shows the negative relationship among impact of English speaking and students academic performance, which affects the performance of students and EMI has to be used in such a way that includes practice of English language and communication skills on day-to-day basis in and outside the classroom. 5.4. Recommendations In light of the finding and conclusion of the study, the following recommendations were made. 23 First and foremost is that the instructors should acknowledge the impact of English speaking in learning particularly through EMI (English medium of instruction) and then should take initiatives for it. As students, English language proficiency is hindered due to lack of practice of speaking and communication skills a truly communicative approach should be adopted to provide opportunities to students to practice their speaking skills. The students are seemingly very deeply sensitive of making mistakes while speaking and communicating in English, teachers should encourage students to have confidence to make mistakes in order to acquire communication skills. Discussions regarding the impact of English speaking and academic performance should be initiated in the class and steps towards its reduction should be followed. Motivational techniques should be adopted and a sense of competition can be used to improve on English speaking and academic performance. Lastly, there should be some specific teachers training courses on English language in order to make teachers aware of this complex issue and hence remove it. Future researcher on impact of English speaking should attempt to explore teachers’ beliefs and perceptions about language learning and teaching and English language policy in Uganda. 24