Speaking skills and values education in the language classroom

The study investigated the nature of classroom activities used by learners to develop speaking skills and facilitate the acquisition of values in English language classrooms in secondary schools in Kenya. The research was guided by two central questions: What activities do learners engage in to enhance their speaking abilities? And how do these activities contribute to the development of values among learners? A qualitative case study design was employed to gain in-depth insights into classroom practices. The target population consisted of secondary school learners and English language teachers, with a purposive sample drawn from selected schools. Data were collected through classroom observations, focus group discussions with learners, and document analysis of instructional materials and learners’ written work for presentation in class. Findings revealed that learners actively participated in a variety of speaking-based activities, including role plays, group discussions, debates, storytelling, and oral presentations. These tasks not only supported the development of oral communication skills but also fostered the internalization of values such as respect, honesty, cooperation, and empathy. The activities created interactive environments where learners practiced both language use and social behaviors in meaningful contexts. The study concludes that classroom activities that are well-structured, learner-centered, and value-oriented serve a dual purpose in language education. They support the mastery of speaking skills while also contributing to the moral development of learners. The study recommends that language instruction should integrate value-based content through active speaking tasks, and that teacher training programs should equip educators with strategies to foster both communicative and ethical competence among learners.