Teachers’ Lesson Delivery and Secondary School Students’ Oral Communication Skills in English in Ibadan North Local Government Area, Oyo State

Eniola Racheal Ogundele; Adeyemi Adeyinka

Authors

Eniola Racheal Ogundele Department of Arts and Social Sciences Education, University of Ibadan, Ibadan, Nigeria
Adeyemi Adeyinka Department of Arts and Social Sciences Education, University of Ibadan, Ibadan, Nigeria

Keywords:

Lesson delivery, Communication Skills, Secondary Education, ESL Learners

Abstract

This study examined the relationship between teachers' lesson delivery and secondary school students' oral communication skills in English in Ibadan North Local Government Area, Oyo State. Three research questions guided the study, exploring the level of teachers' lesson delivery, students' oral communication skills, and the relationship between both variables. The theoretical framework combined Vygotsky's Sociocultural Theory and Communicative Language Teaching (CLT). A concurrent mixed-method design (QUAN + QUAL) was adopted. Ten public secondary schools were purposively selected, with one English Language teacher and ten students from each school. Data were collected using a Teacher Lesson Delivery Observation Rating Scale and a Students' Oral Interview Guide. Descriptivestatistics and Pearson correlation were used for analysis. Findings revealed that teachers' lesson delivery was moderate (weighted mean = 3.64), with strengths in clarity and lesson structure but weaknesses in interactive oral activities. Students' oral communication skills were equally average (weighted mean = 3.64), with confidence as a strength but challenges in pronunciation, grammar, and vocabulary. A significant positive relationship (r = .851, p < .001) was found between both variables. The study recommends that teachers adopt learner-centered strategies, conduct regular oral assessments, and educational authorities should organise professional development programs focused on oral communication pedagogy.

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