Effect of Literacy Skills on English Language Development of Pupils in Public Primary Schools in Rwanda: A Case of Rulindo District

Abstract

The researcher's job was to examine the relationship between literacy levels and the English language proficiency development of public elementary school pupils in Rwanda's Rulindo District. The specific goals of this study were to identify the literacy skills competencies that influence the development of the English language in Rulindo District primary schools, evaluate the degree to which the application of literacy skills in Rulindo District primary schools aids in the development of the English language, and look into the relationship between the application of literacy skills and the English language development of students in Rulindo District public primary schools in Rwanda. In all, 11,461 respondents , of which 374 came from the two high schools in the Rulindo Districts, one sample from each. The respondents will be selected stratifiedly, with the aim of selecting these consciously and randomly. The results were assessed using SPSS version 21, and interpretations were based on the replies from the respondents. With respect to the first goal, the results indicate that 81.4% strongly agreed and 8.6% agreed that literacy instruction in writing has the potential to influence the development of the English language; 68.6% strongly agreed and 11.4% agreed that literacy instruction in reading has an effect on the English language development; and 81.4% strongly agreed and 8.6% agreed that literacy instruction in listening can influence the English language development, In the end, 5.7% and 90% of respondents, respectively, agreed and strongly agreed that speaking literacy skills can influence how well an English language is developed. A learner's comprehension of the English language indicates their level of English development, according to 66.8% of respondents strongly agreeing and 9.3% disagreeing, 74.8% strongly agreeing and 12.0% disagreeing, and 83.1% strongly agreeing and 7.3% disagreeing, with regards to the second goal of the study. Finally, 90.7% strongly agreed and 6.0% agreed that a person's degree of English proficiency is demonstrated by their ability to follow a discussion in the language. The study found a high correlation between the use of literacy skills and the growth of pupils' English language in public elementary schools in Rwanda's Rulindo District. How well students are developing their English language skills can be seen in the correlation matrix between the independent variables (writing, reading, speaking, and listening skills) and the dependent variables (the ability to follow discussions in English, the ability to express ideas in English, and improved class participation). Ultimately, they demonstrate positive significance as the p-value is smaller than 0.05. According to the report, improving literacy and English language proficiency in Rwandan public elementary schools would need a multipronged approach. It is recommended that aspiring educators pursue ongoing professional development in addition to training. Curriculum design should give priority to the development of vocabulary, writing skills, reading comprehension, and phonics. Language learning should make advantage of digital resources, which should also be dispersed efficiently. Differentiated training should be adjusted, and interactive teaching strategies should be used, to meet a variety of learning needs. Parental and community involvement is also crucial. Formative and summative evaluations have to be utilized to monitor progress. Classrooms should have resources available, and regular monitoring and assessment can identify students' strengths and areas for improvement.