Abstract:
Oral language is the primary medium through which classroom discourse takes place. It therefore plays a critical role in
classroom instruction. This paper examined the oral communication challenges encountered during the instruction of
English language classes in secondary schools in Kenya. The study was based on the interaction hypothesis by Michael
Long which offers an explanation how ESL learners can best succeed at learning a target language. Embedded within
pragmatism as the research philosophy and the descriptive survey design, the study utilized mixed methods approach to
collect and analyze both qualitative and quantitative data. Thirteen form three classes randomly selected were observed,
thirteen teachers of English language purposefully selected were interviewed and finally 195 students randomly selected
from the observed classes filled the student questionnaire. It was established that the most common oral communication
challenges faced by learners in secondary school are difficulty pronouncing certain English words, uneven participation
in class, and dominance of classroom discourse by a few learners and failure by the learners to seek for clarification or
ask questions from their teachers.
