INFLUENCE OF DIRECT INSTRUCTION SPOKEN ENGLISH (DISE) PROGRAMMES ON LEARNING ENGLISH AS A SECOND LANGUAGE IN DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT

The purpose of this study was to investigate the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The study adopted a descriptive survey design. The target population for this study consisted of students, teachers, head teachers, and the Director of Studies (DOS) in Bugesera district, which amounted to a total of 253 participants. The sample size was 145 people, including 26 English teachers, 108 students, 7 Directors of Studies (DOS), and 4 head teachers. Results on first objective indicated that 80.8% strongly agreed that providing progress-monitoring English assessment is among the direct instructions for speaking English programmes. 92.3% strongly agreed that providing progress-monitoring English assessments, 61.5% strongly agreed that taking advantage of students native-language literacy skills, and 69.2% strongly agreed that teaching academic and English,80.8% strongly agreed that engaging students with fast-paced, multi-sensory activities are among the direct instructions for speaking English. Results on second objective indicated that 76.9% strongly agreed that creating an English, 69.0% strongly agreed that the degree of learning English as a second language is indicated by English-language teaching guidelines, 61.5% strongly agreed that the level of studying English as a second language is shown by practicing speaking English with other students, and 73.1% strongly agreed that responding to questions in English demonstrates proficiency in English as a second language. These findings suggest Finally, the third objective and research question are the influence of direct instruction spoken English (DISE) programmes on learning English as a second language in day secondary schools in Rwanda. The correlation matrix between independent variables (engaging students with fast-paced, multi-sensory activities, providing progress-monitoring English assessment, teaching academic and English vocabulary, etc.) and dependent variables (improved English speaking, improved English reading skills, and improved English writing skills) shows positive significance since the p-value was less than 0.05. These programmes, which focus on explicit teaching of language skills like grammar, vocabulary, and pronunciation, lead to significant improvements in oral proficiency. The structured nature of these programmes, along with interactive activities, reinforces learning and builds confidence in using the language. Therefore, there is a need to investigate the long-term effects of direct instruction in spoken English programmes on the language proficiency and academic performance of students.