FACTOR AFFECTING THE TEACHING AND LEARNING OF ORAL ENGLISH AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN AKOKO-SOUTH WEST LOCAL GOVERNMENT, AREA OF ONDO STATE

This study investigates the multifaceted factors influencing oral English teaching and learning among junior secondary school students in Akoko South West, Ondo State, Nigeria. With a significance to drive meaningful improvements in language education, contribute to student empowerment, and ultimately enhance the linguistic competence of the younger generation in Akoko South West. From the statement of the Problem, five purposes were formulated leading to four research questions including the level of English proficiency among junior secondary school students, teaching methodologies employed by educators, socio-cultural attitudes and perceptions towards the English language and the resources are available for teaching oral English in junior secondary schools. Employing a survey design, data was collected from 100 students across four schools using a questionnaire, with analysis conducted via descriptive and inferential statistics (SPSS). The research reveals varying levels of oral English proficiency, with strong comprehension but weaker fluency and pronunciation. Interactive teaching methodologies are prevalent but hampered by limited feedback and audio-visual aid integration. Socio-cultural attitudes significantly impact student motivation, while resource deficiencies, particularly in audio-visual equipment, constrain instructional quality. Recommendations include comprehensive teacher training, targeted interventions to address socio-cultural barriers, prioritized resource allocation, technology integration, and regular proficiency assessments. These measures aim to enhance oral English proficiency and foster a supportive language learning environment.