AN EXAMINATION OF THE CHALLENGES AFFECTING THE EFFECTIVE TEACHING OF ORAL ENGLISH

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Oral English constitutes a fundamental element of English language acquisition, as it equips learners with the communicative skills essential for academic achievement, career advancement, and effective social interaction. Globally, English is widely accepted as a lingua franca, and oral fluency is a core measure of linguistic proficiency (Crystal, 2020). In Nigeria, where English functions as the official language and the principal medium of instruction across educational institutions, mastery of oral English is indispensable for students’ academic performance and successful engagement in varied sociocultural settings. Nevertheless, the teaching of Oral English in Nigeria presents significant obstacles, especially in environments where English is not the mother tongue. While the Nigerian educational framework accords substantial importance to English language education, there has been a persistent bias toward literacy skills such as reading, writing, and grammar, often at the expense of spoken communication (Olowe & Aina, 2022). This disproportionate focus limits students’ opportunities for spoken practice, thereby hampering their ability to articulate thoughts fluently and accurately in oral contexts. Contributing factors to this challenge include the shortage of instructional materials, inadequately trained educators, and overcrowded classrooms (Afolayan, 2020). Many educational institutions operate without access to essential resources such as audio-visual equipment, language laboratories, and other supportive tools necessary for teaching key oral skills like pronunciation, intonation, and conversation (Okeke, 2021). In addition to infrastructural challenges, sociolinguistic dynamics significantly shape both the teaching and learning of Oral English. As a linguistically diverse nation with over 500 indigenous languages, Nigeria’s multilingual environment influences students’ articulation, accent, and intonation (Adebayo, 2019). The interference of local languages and dialects often serves as a barrier to the development of standard spoken English. This influence is not limited to students alone; teachers may also reflect regional accents that diverge from internationally accepted norms, thereby complicating the learning process for learners striving to attain global standards in oral proficiency. Constraints in Oral English instruction are further compounded by teacher-specific issues. Many instructors lack sufficient professional training in specialized areas such as phonetics and phonology, which are vital for the effective teaching of spoken English (Ojo, 2020). Furthermore, the prevalence of outdated, teacher-centered instructional practices rooted in rote memorization undermines student engagement and stifles progress in oral language development. Rather than implementing practical strategies such as pronunciation exercises, interactive dialogue, and real-world communication scenarios, teachers frequently depend on textbook-centered teaching that fails to mirror authentic language use (Olowe & Aina, 2022). In light of these challenges, education stakeholders have increasingly called for systemic reforms and innovative teaching strategies to enhance the quality of Oral English instruction. Suggested interventions include the integration of modern technologies into language classrooms, the organization of specialized teacher training programs, and efforts to reduce class sizes for more personalized learning experiences (Crystal, 2020). Furthermore, curriculum developers are urged to amplify the role of oral skills in language instruction by embedding speaking and listening activities into both assessments and daily classroom routines. It is against this backdrop that the researcher seeks to examine the constraints confronting the teaching of Oral English. 1.2 Statement of the Problem Oral English plays a pivotal role in second language education by equipping learners with vital communicative skills required for academic, professional, and interpersonal success. Despite its recognized importance, the effective teaching of Oral English in Nigerian schools is impeded by a host of challenges. Chief among these are inadequate instructional resources, a shortage of professionally trained teachers, high student-to-teacher ratios, and minimal access to native or standard English speech models (Afolayan, 2020; Okeke, 2021). Additionally, cultural and societal elements such as the widespread use of indigenous languages and frequent code-switching complicate the standardization of oral English instruction (Adebayo, 2019). Empirical studies show that many educators continue to emphasize written grammar instruction, thereby neglecting the communicative and interactive aspects of language learning (Olowe & Aina, 2022). As a result, students are often left without the requisite skills for effective oral communication, which consequently hampers their academic success and limits their employability in fields where spoken proficiency is a key requirement (Ojo, 2020). Therefore, this study is designed to investigate the underlying challenges impeding the effective teaching of Oral English in Nigerian schools. 1.3 Objective of the study The broad objective of the study is to examine the Challenges Affecting the Effective Teaching of Oral English. The specific objectives is as follows i.Assess whether teacher qualifications affect the teaching of oral english in secondary schools. ii.Investigate whether large class sizes influence the teaching of oral english in secondary schools. iii.Evaluate whether teaching methods is a constraint to the teaching of oral english in secondary schools. iv.Assess whether availability of instructional material affect the teaching of Oral English in secondary schools. v.Propose strategies aimed at overcoming constraints to the teaching of Oral English in secondary schools. 1.4 Research questions The following questions have been prepared to guide the study i.Does teacher qualifications affect the teaching of oral english in secondary schools? ii.Does large class sizes influence the teaching of oral english in secondary schools? iii.Does teaching methods is a constraint to the teaching of oral english in secondary schools? iv.Does the availability of instructional material affect the teaching of Oral English in secondary schools? v.What are the proposed strategies aimed at overcoming constraints to the teaching of Oral English in secondary schools. 1.5 Research hypotheses The stated hypotheses have been formulated to further guide the study H0: There are no constraint to the teaching of oral english in secondary schools Ha: There are constraint to the teaching of oral english in secondary schools 1.6 Significance of the study The findings of the study will be significant to the ministry of education as it will provide insight into the challenges faced in teaching Oral English, such as inadequate resources and sociolinguistic barriers. This information can guide the development of policies aimed at improving the teaching and learning of Oral English, including curriculum reforms and resource allocation. Furthermore, findings of the study will be significant to teachers as it will help teachers understand the barriers that impede effective Oral English instruction and identify strategies to overcome them. It can also highlight the importance of adopting modern teaching methods and tools, such as interactive activities and language laboratories, to enhance students’ oral proficiency. In addition, findings of the study will be significant to the academic community as it will contribute to existing literatire, add to library resources and serve as a guide to future researchers. 1.7 Scope of the study The study focus on the Challenges Affecting the Effective Teaching of Oral English. Empirically, the study will assess whether teacher qualifications affect the teaching of oral english in secondary schools, investigate whether large class sizes influence the teaching of oral english in secondary schools, evaluate whether teaching methods is a constraint to the teaching of oral english in secondary schools, assess whether availability of instructional material affect the teaching of Oral English in secondary schools and propose strategies for overcoming constraints to the teaching of Oral English in secondary schools. Geographically, the study will be delimited to selected secondary schools in Surulere, lagos state. 1.8 Limitation of the study Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are: Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her. Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process. Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study. 1.9 Definition of terms Oral English: Refers to the aspect of the English language that focuses on spoken communication, including pronunciation, intonation, stress patterns, and fluency. It is concerned with how language is used in conversation, presentations, and other verbal exchanges. Constraints: These are limitations, challenges, or barriers that hinder the effective teaching and learning of Oral English. Examples include lack of resources, unqualified teachers, and sociolinguistic influences. Pronunciation: The way in which words are spoken or articulated, involving the correct use of phonetic sounds, stress, and intonation. It is a key component of Oral English proficiency. Phonetics: The branch of linguistics that studies the physical sounds of human speech, including their production, transmission, and perception. In Oral English teaching, phonetics is used to help learners produce accurate sounds. Intonation: The variation of pitch in spoken language, which is used to convey meaning, express emotions, or emphasize certain points in communication. Sociolinguistics: The study of how social factors, such as culture, ethnicity, and language use in specific communities, influence language learning and communication. In the context of this study, it refers to the influence of Nigeria's multilingual environment on Oral English learning.