APPRAISAL OF SECONDARY SCHOOL STUDENTS' SPEAKING SKILLS AND CLASSROOM INSTRUCTION IN ENGLISH LANGUAGE, FRENCH AND SOCIAL STUDIES

Abstract

‎Speaking skills are essential for effective communication as they enable individuals to express their thoughts clearly and confidently. They play vital role in social interaction, academic success and professional development. This article appraises the development of speaking skills among secondary school students in relation to classroom instructional practices in English Language, Social Studies and French education. A mixed-method descriptive design was employed to interpret existing conditions. The sample comprised 70 Senior Secondary School II (SSS 2) students and 6 English Language teachers from three public schools. Data were collected using an Oral English Proficiency Test (OEPT), rated across five criteria, and a structured Teacher Questionnaire. The findings indicated that the students’ overall speaking proficiency was moderate (Composite Mean = 3.02 out of 5). While students performed well in Content/Clarity (\bar{x}=3.29) Curriculum Coverage Pressure, and Inadequate Training (all \bar{x}=4.83). Student anxiety was also found to inhibit fluency. The study concluded that a critical gap exists between the teachers’ reported instruction and the moderate student outcomes. This is primarily attributed to institutional constraints preventing the effective implementation of modern, fluency-oriented instruction. It was recommended that the curriculum be reformed to prioritize oral skills among secondary school students.