Project – Role of English Language Teachers’ Competence in Improving Students’ Communication Skills in Public Secondary Schools in Mushin

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is widely recognised as a fundamental instrument for individual development, social transformation, and national progress. Through education, individuals acquire knowledge, skills, values, and competencies required for effective participation in society. Within the educational process, language plays a central role because it serves as the primary medium through which knowledge is communicated, learning activities are conducted, and social relationships are established. Effective language competence enables learners to express ideas, interpret information, participate in discussions, and interact meaningfully within their communities (Crystal, 2019).

In Nigeria, English language occupies a significant position in the educational system because it serves as the official language, the language of administration, and the major medium of instruction from upper primary education to tertiary institutions. It is also a compulsory subject in Nigerian secondary schools and a requirement for admission into many higher education programmes. As a result, students’ ability to communicate effectively in English has considerable influence on their academic achievement, career opportunities, and social participation (Bamgbose, 2018).

Communication skills represent an essential component of language learning because they involve the ability to use language effectively for speaking, listening, reading, and writing purposes. In contemporary society, communication competence is increasingly important because individuals are expected to exchange information clearly, engage in collaborative activities, solve problems, and express opinions confidently. According to Hymes (1972), communication competence goes beyond knowledge of grammatical rules; it involves the ability to use language appropriately within different social and cultural contexts. Therefore, the teaching of English language should not only focus on grammar and vocabulary acquisition but also develop learners’ ability to communicate effectively in real-life situations.

The development of students’ communication skills largely depends on the quality of English language instruction they receive in schools. Among the various factors influencing language learning outcomes, the competence of English language teachers remains one of the most critical. Teachers serve as facilitators of learning and play a major role in shaping students’ knowledge, attitudes, and abilities. A competent English language teacher possesses adequate subject knowledge, pedagogical skills, communication abilities, classroom management skills, and the capacity to apply appropriate teaching strategies that enhance students’ language development (Shulman, 1987).

Teacher competence has been identified as a major determinant of students’ academic achievement and learning outcomes. Effective teachers are not only knowledgeable about their subject areas but are also able to transform that knowledge into meaningful learning experiences for students. Shulman’s (1987) concept of pedagogical content knowledge emphasises that teachers require both content knowledge and knowledge of appropriate methods for presenting subject matter in ways that learners can understand. In English language teaching, this means that teachers must understand linguistic principles while also possessing the ability to teach communication skills through interactive and practical approaches.

The competence of English language teachers is particularly important because language learning requires continuous practice, feedback, and meaningful interaction. Unlike some subjects where knowledge can be acquired mainly through memorisation, language learning involves the development of practical skills that require learners to listen, speak, read, and write effectively. Teachers who possess strong professional competence can create classroom environments that encourage students to participate actively in conversations, engage in discussions, and develop confidence in using English language.

However, despite the importance of communication skills in students’ academic and social development, many Nigerian secondary school students continue to experience difficulties in expressing themselves effectively in English. Some students demonstrate limited vocabulary, poor pronunciation, weak sentence construction, and inadequate confidence when communicating in English. These challenges have been linked to factors such as ineffective teaching methods, insufficient exposure to practical language activities, inadequate instructional resources, and variations in teachers’ professional competence (Ezeokoli & Ugwuanyi, 2020).

The quality of English language teaching in secondary schools depends significantly on teachers’ academic qualifications, professional training, teaching experience, and commitment to continuous improvement. Teachers who lack adequate competence may rely heavily on traditional approaches that emphasise memorisation of grammatical rules rather than practical communication. Such approaches may limit students’ opportunities to develop speaking fluency, listening abilities, and confidence in using English language in everyday situations.

On the other hand, competent English language teachers are more likely to employ learner-centred instructional strategies that promote communication development. Such teachers may use techniques such as group discussions, debates, role-playing, oral presentations, cooperative learning, and communicative language teaching approaches. These strategies expose students to meaningful language experiences and encourage them to practise communication skills within supportive classroom environments. Richards and Rodgers (2014) explain that effective language teaching approaches should provide learners with opportunities to use language for meaningful communication rather than merely studying linguistic structures.

The role of teachers in improving students’ communication skills is also connected to their ability to motivate learners and develop positive attitudes towards English language. Students often develop confidence in language use when teachers provide constructive feedback, encourage participation, and create classrooms where mistakes are treated as opportunities for learning. According to Bandura (1986), learners’ self-confidence and belief in their abilities influence their willingness to participate in learning activities. Therefore, teachers’ supportive practices can contribute significantly to students’ communication development.

In Lagos State, particularly in Mushin Local Government Area, public secondary schools serve students from diverse social and educational backgrounds. While efforts have been made by educational authorities to improve English language teaching, concerns remain regarding students’ ability to communicate effectively in English. Many students may perform reasonably well in written examinations but experience difficulties in oral communication, public speaking, and expressing ideas fluently. This gap between examination performance and practical communication ability highlights the need to examine factors influencing students’ communication skills.

The competence of English language teachers in public secondary schools in Mushin is therefore an important issue requiring investigation. Understanding how teachers’ knowledge, instructional skills, classroom practices, and professional abilities contribute to students’ communication development will provide useful information for improving English language education. The findings of such a study may guide teacher training programmes, educational policies, and school improvement strategies aimed at enhancing students’ communication competence.

Consequently, this study seeks to examine the role of English language teachers’ competence in improving students’ communication skills in public secondary schools in Mushin. The study is based on the assumption that teachers’ professional competence significantly influences students’ ability to communicate effectively in English.

1.2 Statement of the Problem

Effective communication skills are essential for students’ academic success, social interaction, and future employment opportunities. In Nigeria, where English language serves as the official language and the primary medium of instruction, students are expected to develop adequate competence in using English effectively. However, despite the emphasis placed on English language education in secondary schools, many students continue to demonstrate poor communication abilities.

A major concern in public secondary schools is that many students experience difficulties expressing their thoughts clearly in English. Some students struggle with speaking fluently, organising ideas logically, using appropriate vocabulary, and participating confidently in English conversations. These communication challenges may negatively affect their academic performance, classroom participation, and future professional opportunities.

One possible explanation for students’ inadequate communication skills is the varying level of competence among English language teachers. Although teachers are expected to possess the knowledge and skills required to facilitate effective language learning, differences may exist in teachers’ subject mastery, teaching methods, classroom practices, and ability to create interactive learning environments. Teachers who lack adequate competence may find it difficult to expose students to practical communication activities necessary for language development.

Furthermore, the traditional emphasis on examination-oriented teaching in some secondary schools may contribute to limited attention being given to communication skills. Some English language classrooms focus primarily on grammar exercises, written assignments, and examination preparation while neglecting oral communication, listening activities, and practical language use. This situation may prevent students from developing the confidence and competence needed for effective communication.

Although previous studies have examined factors affecting English language achievement, there is limited empirical evidence on the specific role of English language teachers’ competence in improving students’ communication skills, particularly in public secondary schools in Mushin. Without adequate understanding of this relationship, efforts to improve students’ communication abilities may not address one of the most important factors influencing language learning outcomes.

Therefore, the problem of this study is that despite the importance of communication skills for students’ academic and social development, many students in public secondary schools continue to demonstrate inadequate competence in using English effectively. This raises questions about the extent to which English language teachers’ competence contributes to students’ communication improvement. Hence, this study investigates the role of English language teachers’ competence in improving students’ communication skills in public secondary schools in Mushin.

1.3 Aim and Objectives of the Study

The main aim of this study is to examine the role of English language teachers’ competence in improving students’ communication skills in public secondary schools in Mushin.

The specific objectives of the study are to:

1. Examine the influence of English language teachers’ subject knowledge competence on students’ communication skills in public secondary schools in Mushin.
2. Determine the effect of English language teachers’ pedagogical competence on students’ ability to communicate effectively in English.
3. Assess the contribution of teachers’ classroom instructional practices to the improvement of students’ speaking and listening skills.
4. Investigate the relationship between English language teachers’ professional competence and students’ overall communication performance.

1.4 Research Questions

The study seeks to provide answers to the following research questions:

1. To what extent does English language teachers’ subject knowledge competence influence students’ communication skills in public secondary schools in Mushin?
2. How does English language teachers’ pedagogical competence affect students’ ability to communicate effectively in English?
3. What contribution do teachers’ classroom instructional practices make towards improving students’ speaking and listening skills?
4. What relationship exists between English language teachers’ professional competence and students’ communication performance?

1.5 Research Hypothesis

The following null hypothesis will guide the study:

H₀: There is no significant relationship between English language teachers’ competence and students’ communication skills in public secondary schools in Mushin.

1.6 Significance of the Study

The findings of this study will be significant to English language teachers, students, school administrators, educational policymakers, teacher training institutions, and future researchers.

English Language Teachers

The study will provide English language teachers with greater understanding of the importance of professional competence in developing students’ communication abilities. The findings may encourage teachers to improve their subject knowledge, adopt effective instructional strategies, and engage in continuous professional development programmes. By understanding the relationship between their competence and students’ communication outcomes, teachers may become more committed to using interactive and learner-centred approaches that promote practical language use.

Students

The study will benefit students by highlighting the importance of effective communication skills and the role teachers play in developing these abilities. Improved teaching practices resulting from the findings may provide students with more opportunities to practise speaking, listening, reading, and writing skills. This may increase students’ confidence, classroom participation, and ability to communicate effectively in academic and social environments.

School Administrators

The findings will assist school administrators in identifying the importance of teacher quality in achieving effective English language education. Administrators may use the findings to support teacher evaluation, organise professional development activities, and encourage instructional practices that improve students’ communication competence. The study may also help administrators recognise areas where teachers require additional support and resources.

Educational Policymakers

The study will provide useful information for government agencies and education policymakers responsible for improving the quality of secondary education in Nigeria. The findings may contribute to decisions regarding teacher recruitment, teacher training, curriculum implementation, and policies aimed at improving English language learning outcomes in public secondary schools.

Teacher Training Institutions

Institutions responsible for preparing English language teachers may benefit from the findings by gaining insight into the competencies required for effective language instruction. The study may encourage teacher education programmes to place greater emphasis on communication-focused teaching skills, classroom practices, and practical language development strategies.

Researchers

The study will contribute to existing literature on teacher competence and language education. It will serve as a reference source for researchers interested in English language teaching, teacher effectiveness, communication skills development, and educational improvement. Future researchers may also use the findings as a basis for further studies in related areas.

1.7 Scope of the Study

This study focuses on examining the role of English language teachers’ competence in improving students’ communication skills in public secondary schools in Mushin Local Government Area of Lagos State.

The content scope of the study covers aspects of English language teachers’ competence, including:

• Subject matter competence, which refers to teachers’ knowledge and understanding of English language concepts.
• Pedagogical competence, which involves teachers’ ability to apply appropriate teaching methods and strategies.
• Classroom instructional competence, which focuses on teachers’ ability to create interactive learning environments and provide effective language practice activities.
• Professional competence, which relates to teachers’ commitment to continuous improvement and effective teaching practices.

The dependent variable of the study is students’ communication skills, which include speaking ability, listening comprehension, vocabulary usage, pronunciation, confidence in expression, and effective interaction.

The geographical scope of the study is limited to selected public secondary schools in Mushin Local Government Area of Lagos State. The study focuses on English language teachers and students within these schools.

1.8 Definition of Terms

English Language Teachers’ Competence

English language teachers’ competence refers to the knowledge, skills, abilities, attitudes, and professional qualities possessed by English language teachers that enable them to teach effectively and facilitate students’ language development.

Subject Matter Competence

Subject matter competence refers to the teacher’s depth of knowledge and understanding of English language concepts, including grammar, vocabulary, pronunciation, and language usage.

Pedagogical Competence

Pedagogical competence refers to teachers’ ability to apply appropriate teaching methods, instructional strategies, classroom techniques, and assessment practices to promote effective learning.

Communication Skills

Communication skills refer to students’ ability to effectively express, receive, and interpret information through speaking, listening, reading, and writing in English language.

Speaking Skills

Speaking skills refer to students’ ability to communicate ideas verbally using appropriate vocabulary, pronunciation, fluency, and grammatical structures.

Listening Skills

Listening skills refer to students’ ability to understand, interpret, and respond appropriately to spoken English messages.

Professional Competence

Professional competence refers to teachers’ commitment to ethical teaching practices, continuous professional development, classroom effectiveness, and improvement of learners’ outcomes.

Public Secondary Schools

Public secondary schools refer to government-owned educational institutions that provide secondary education to students within the Nigerian education system.

Project – Role of English Language Teachers’ Competence in Improving Students’ Communication Skills in Public Secondary Schools in Mushin