Role-Play Technique as an Antecedent of Performance in English Language: Evidence from Secondary Schools in Wareng District, Uasin Gishu County, Kenya

Abstract

In Kenya, there is a national concern over English language dismal performance over the years in Kenya Certificate of Secondary Education (K.C.S.E). Blame has been put on teachers of English language for relying on techniques that favor them at the expense of their students. This article therefore sought to assess the use of role-play technique as the most appropriate technique to improve performance in K.C.S.E English language. Moreover, it sought to establish the attitude of both teachers and students towards the use of role-play technique. Findings, conclusion and recommendations are presented.