COMPETENCE BASED LANGUAGE TEACHING APPROACHES AND STUDENTS PROFICIENCY IN ENGLISH IN PUBLIC DAY UPPER SECONDARY SCHOOLS IN RWANDAA CASE OF KICUKIRO DISTRICT

The need for English has increased demand for high-quality language instruction globally. Despite the efforts that have been made to improve proficiency in English, proficiency in English communication abilities is still wanting among the students in public secondary schools in Kicukiro district. This study aimed at determining the influence of competence-based language teaching approaches on students proficiency in English in Rwanda. The specific objectives of the study wereto determine influence of modularized instruction on proficiency in English, to analyze the effect of assessment on proficiency in English, to assess the influence of individualized instruction on proficiency in English in public day secondary schools in Kicukiro district. This study used correlation survey design to determine the relationship between the independent and dependent variables. One thousand respondents were the target group, including 40 teachers and 950 students from public day secondary schools, and 10 deputy head teachers in charge of studies from public day secondary schools in Kicukiro district. The study used a sample of 286 respondents from the target population. Simple random sampling was used to select teachers and learners while deputy head teachers in charge of studies were selected purposively. Students and teachers responded to structured questionnaires, while deputy head teachers in charge of studies responded to interview guide. Data were analyzed using SPSS version 25, statistic descriptive like means, percentages, standard deviations, correlation coefficients, as well as regression model. Reliability were analysed toenhance test-retest while validity were enhanced through expert judgment. The Alpha Cronbach value was 0.747 which indicates that the instruments used and experts opinions incorporated to ascertain the results were reliable and valid. The findings on objective one indicated that 71.9% with beta coefficient of 0.186 and a p value of 0.001 of the respondents confirmed the positive influence of modularized instruction on students fluency, accuracy and appropriacy in English. The findings on the objective two indicated that 86.7% with standard beta coefficientof 0.299 and a p value of 0.000 of the respondents confirmed high positive of assessment methods on students proficiency in English. The third objective results indicate that 86% of the respondents with a standardized beta coefficient of 0.207 and a p value equivalent to 0.002, there is a significant positive influence of individualized instruction on Students proficiency in English in public day upper secondary schools in Kicukiro district in Rwanda. The study recommended school administrators, teachers and policymakers to adapt CBLT approaches for improving proficiency in English among public day upper secondary schools students in Rwanda.