INSTRUCTIONAL STRATEGIES FOR ENHANCING ENGLISH LANGUAGE READING SKILLS AMONG LEARNERS IN ADULT AND CONTINUING EDUCATION CENTERS IN KAKAMEGA COUNTY, KENYA

Abstract

This paper aimed to examine the instructional strategies for enhancing English language reading skills among adult learners in ACECs in Kakamega County, Kenya. A descriptive survey research design was used to generate both qualitative and quantitative data. The sample size for the study comprised 20 ACE instructors and 80 adult learners in ACECs, making a total of 100 respondents drawn from 16 Adult and Continuing Education Centers (ACECs) across four sub-counties in Kakamega County. Data was collected using instructor questionnaires and an observation schedule. The data collected are presented graphically. Data were analysed using the Statistical Package for the Social Sciences (SPSS) and to establish the relationship among the study variables, the study employed inferential statistics, thematic analysis for qualitative data and descriptive statistics for quantitative data. The research findings revealed that conventional teaching strategies such as lecture method were prominently employed in teaching English language reading skills and were ineffective. The finding provided a foundation for enhancing instructional strategies to better meet the needs of adult learners in ACECs. It provided understandings that guided policymakers in developing effective curricula, teacher training programs, and resource allocation strategies to enhance mastery of English language reading skills among adult learners in ACECs in Kenya.