Predominant Effect of Mother Tongue on Students’ Writing Skills in Public Day Secondary Schools in Nyamira North Sub-County
Abstract
This study aimed to examine the predominant effect of mother tongue on students writing skills in public Day secondary schools in Nyamira North Sub-County. The specific objective was to identify the predominant effects of mother tongue interference on writing skills. The study was grounded in Krashen’s (1981) Second Language Acquisition Theory, which focuses on how individuals learn a second language, emphasizing cognitive and environmental factors that affect language proficiency. A convergent mixed methods research approach was used to combine both qualitative and quantitative data collection. The target population included 72 English teachers, 32 principals, and 1,381 Form III students from 32 public day secondary schools. A sample of 59 English teachers, 18 principals, and 302 students was selected using stratified and simple random sampling techniques, with automatic inclusion for school principals. Data collection instruments included questionnaires for teachers and students, and interview guides for principals. The instruments were validated and tested for reliability before use. Data analysis involved both qualitative and quantitative approaches. Quantitative data was analyzed using SPSS to generate descriptive and inferential statistics, while qualitative data from interviews was analyzed using thematic content analysis. The findings indicated that mother tongue interference significantly affects students' English writing skills. Common challenges include students' tendency to directly translate from their native languages, the use of Sheng or Kiswahili, and the mixing of native vocabulary in their writing. To address these issues, the study recommended the implementation of immersion-based English learning strategies, including increased speaking, listening, and exposure to engaging English reading materials. Ultimately, the study concluded that comprehensive language competency policies aimed at reducing mother tongue interference would improve students' writing skills, enhance academic performance, and promote better communication in English.
Keywords
Code-mixing, Exogenous Language, Mother Tongue, Second Language
Citation
Mabeya, M.T., Kafu, P., & Emoit, D. (2024, October). Predominant effect of mother tongue on students’ writing skills in public day secondary schools in Nyamira North Sub-County. Journal of Africana Articles, 2(18), 1-17. DOI: https://doi.org/10.5281/zenodo.13981024
