Speaking competence in an English-medium education system: Challenges among Francophone and Arabic-speaking students in Rwandan higher learning institutions. Case study of INES Ruhengeri

Abstract

Background: English as the medium of instruction (EMI) in higher education has contributed to improved access to global knowledge and international academic opportunities. It has also posed a challenge for students from non-English-speaking backgrounds, especially in terms of competency development in the speaking aspect. The study aimed to examine the constraints that hinder students from achieving English speaking competence in INES Ruhengeri, Rwanda; reveal students' and lecturers' views on the constraints; and discuss institutional measures put in place to assist students in developing their oral competence. Methods: A case study design was used in a qualitative study. The respondents were recruited using purposive sampling, which included 20 undergraduate students with diverse languages and 8 lecturers dealing with English-medium instruction. Thematic analysis was used to analyze the data obtained from semi-structured interviews, non-participant classroom observation, and document analysis. Results: The results identified three main types of challenges. The first was that students had limited vocabulary, grammatical errors, and difficulties with pronunciation, resulting in limitations in communication. Second, psychological factors like fear of error, language anxiety, and low self-confidence were major factors in lowering the participation of students in the classroom. Thirdly, exposure to English in contexts other than the classroom was low, which reduced meaningful opportunities for English speaking. Students and teachers recognized that their poor speaking ability had an impact on classroom interaction, engagement, and learning. Participants found that while the institution offers courses in English and provides opportunities for students to learn English through interaction in the classroom and with peers, these measures are inadequate to meet the students' needs for speaking English fully. Conclusion: The study concludes that students' competence in speaking English in English-medium higher education institutions needs to be improved by giving them continuous support beyond preparatory language courses. Using activities that require continuous speaking in the regular classroom, increasing the number of language support programs, and providing opportunities for learners to communicate in real English can help boost their confidence and oral language skills. The results give specific evidence to guide language policy and teaching practices to support the development of English-speaking skills in multilingual higher education contexts.