Effect of Interactive Approach on Students Speaking Skill in English Language in Maiduguri Metropolis, Borno State of Nigeria

Abstract

This study investigates the effect of an interactive approach on the English-speaking skill of Junior Secondary School Students in Maiduguri Metropolis, Borno State, Nigeria. Recognizing the critical importance of English proficiency in a globalized world, this research addresses the inadequacies of traditional, teacher-centered methods that often fail to develop students' speaking abilities effectively. The interactive approach, rooted in constructivist and communicative language teaching theories, emphasizes active student participation and authentic language use. Utilizing a pre-test and post-test design, this study assessed the speaking skills of 37 volunteer students from Junior Secondary School 3 (JSS 3) before and after implementing an interactive teaching intervention. The results demonstrated a significant improvement in students' speaking skill, with the mean post-test scores significantly higher than the pre-test scores (t=21.216, p<0.0001). These findings suggest that the interactive approach is a more effective method for enhancing speaking skills compared to traditional approaches. The study recommends integrating the cultural context of the region into interactive activities and leveraging technology to further support interactive language learning. It recommended that cultural context of the region should be integrated into interactive activities and assessments, as this can increase student engagement and motivation. For example, incorporating local cultural themes or legends into role-play scenarios can provide a rich and relevant learning environment.

Keywords: Interactive approach, English speaking skills, Junior Secondary School, Maiduguri Metropolis