COMMUNICATIVE LANGUAGE TEACHING APPROACHES AND LEARNERS SPEAKING SKILLS IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA A CASE OF KAYONZA DISTRICT

The need for English has increased demand for high-quality language instruction globally. Despite the efforts that have been made to improve proficiency and oral communication skills in English, oral English communication abilities are still critical among the learners in public day secondary schools in Rwanda. This study aimed at determining the relationship between communicative language teaching approaches and learners English oral communication skills acquired in public day secondary schools in Rwanda. This study used descriptive survey design and correlational design to determine the relationship between the independent and dependent variables. 408 people were the target group, including teachers, learners from public day secondary schools, head teachers, and deputy head teachers in charge of studies. The study picked a sample of 202 people from the target demographic using basic random sampling techniques and purposive sampling. IBM SPSS version 21 was used to analyze the data that were gathered from the respondents through the use of questionnaires and interview guides. Using statistical tools like means, percentages, standard deviations, correlation coefficients, and beta coefficients as regression models, this software arranged and summarized the data to guarantee the accuracy and evidence of all findings. The findings were presented in tables and charts. The Alpha Cronbach value was 0.755 which indicated the reliability of instruments and the experts opinions were incorporated to ascertain the instruments validity. The findings indicated that 88% of the respondents confirmed a strong positive influence of CLT on learners speaking skills. The mean for all variables were approximately 4 with standard deviation less than 1. Thesignificant correlation with a p-value of 0.000, which is less than the usual significance level of 0.05 and this indicates a very strong positive relationship between CLT and Learners speaking skills. The study concluded that there is positive significant effect of communicative language teaching approaches task-based, project based, collaboration, group discussion, debate and role play approaches on Learners speaking skills in English in public day secondary schools. The study recommended learners, school administrators, teachers and policymakers on what should be done to improve speaking skills in English and further studies area were given.